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In any criminal justice role, it is beneficial to have an understanding of basic budget components. You may be asked to provide input on a budget-related to your work, retrieve information from a budget, or create a budget for your department. In this assignment, you explore the basics of budgets, finances, and planning, with special consideration for how these apply to criminal justice agency budgeting. Consider private and public sectors of business, as well as criminal justice agencies, as you research your paper.

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Step 2: Write an 875- to 1,050-word paper in which you do the following:

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List the standard items that are included in a public sector and private sector budget.

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Explain who is involved in the creation of budgets for criminal justice agencies, and what their roles are.

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Compare public and private business budget preparation strategies, addressing the following questions:

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How are budgets prepared?
What are some funding sources?
Which sector would you prefer to budget for? Explain.

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How can you apply business budgeting concepts in the creation of an effective criminal justice agency budget?

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Step 3: Cite a minimum of 2 peer-reviewed sources.

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ASSIGNMENT INFORMATION

1.Due Date
2.Monday, February 21, 2022
3.9:00 AM
4.Points Possible
5.30
6.Activity: Pareto Analysis and Business Process Flow Charting Practice
This activity consists of two problems.
Problem One
Gary Seitz is director of procurement for the Forest Medical Center in Oak Park, Illinois. His medical center recently purchased more than 300 new side tables for the patient rooms from Quick-and-Cheap Furniture. His team, however, is not happy with the paint quality of these tables. They feel the firm providing the tables was rushed to get the order out and did not do a great job.
They have examined each of the 312 tables that they have received so far and found the following defects, listed in alphabetical order:
7.
Instructions
Use Excel to:
Create a Pareto Chart for this situation.
Create and complete a table for this situation using the following headers:
Problem.
Frequency.
Cumulate Frequency.
Percentage.
Cumulate Percentage.
List the most frequently occurring problem first in the table, then the next more frequently occurring problem second in the table, and so forth.
8.In a Word document:
Draw two conclusions about the quality of the patient tables that Quick Furniture has shipped to the Forest Medical Center.
9.Submit both your Word and Excel files.
Problem Two
Ted Short, manager of procurement at the Lake Luna Medical Center (LLMC), is starting a process to examine at the general process that is followed at his center for procurement of medical supplies at his facility. His first step is to develop a flowchart for the current process that employees at his center follow. He has asked you to draw that flowchart for him and make any obvious changes to shorten the process.
Here are the key steps that are followed:
The LLMC employee fills out a paper requisition and sends that to his department head for approval.
The department secretary first examines the requisition to see if all needed information is present. If it is, then she sends to the department head for approval. If not, she returns to the employee for any needed corrections. The employee then returns the requisition to the department secretary for review again.
Requisitions with the correct information are sent to the department head.
The department head reviews the item to determine if the material requested seems appropriate. He may contact his employee to discuss any questions he might have.
If he feels it is inappropriate, then he rejects the request and sends it back to the employee.
If he feels it is appropriate, then he checks the budget to see if there are sufficient monies in the budget to pay for this. If there are not, then he rejects the request and sends it back to the employee. If there are sufficient funds, then he approves them.
If the requisition is approved, then the department secretary sends the requisition to a member of the LLMC Procurement Team.
The LLMC procurement specialist checks to see if the suggested vendor on the requisition is on the approved vendor list (AVL).
If not, he sends the request back to the department secretary and the process starts all over if the LLMC employee wants to continue to pursue it. If the employee does not, then the requisition is terminated.
If the vendor is on the AVL, the LLMC procurement specialist checks to see if a quote is required, either based on the type of equipment and material required or on the amount of the purchase.
If no quote is required, the procurement specialist transmits the PO to the vendor for execution.
If a quote is required, then the specialist contacts the vendor and asks for a quote. If the quote is satisfactory based on past purchases of such items, the specialist approves the quote and places the order.
If the quote is too high, the specialist contacts the LLMC employee and asks for another vendor to check. The procurement specialist then checks the second vendor. Usually, a procurement specialist will have to check only two vendors at most.
If the specialist cannot find a vendor with it suitable price after two tries, then the PO is cancelled.
When the specialist finds a vendor who submits a suitable quote, the transmits the PO to the vendor for execution by US postal service or by telephone.
The procurement specialist then logs the transaction into the financial system.
The procurement specialist then forwards the request to the Accounts Payable Department for payment when the receipt of the materials and equipment ordered, if acknowledged.
10.Instructions
Use Microsoft Word to complete the following:
Develop a flowchart for this process.
Suggest three improvements, based on total quality management, that Ted Short can use to make the current process more efficient.
11.Submit your Word document(s).

Problem

Number of Occurrences

Dirt in paint

65

Off-color

17

Orange peel

12

Other

1

Sad looking

43

Scratch

11

Sealer under

8

Thin paint

31

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Response to these two discussions below respectively with critical thinking and references.

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Example:

I did not know of Russias power over Crimea, and deciding to look into it more after reading your post. I can understand the current conflict at the Russia- Ukraine boarder better with this knowledge. It is no wonder the West worries that Russia will actually attempt to take over Ukraine as a whole since they have already illegally gained control of Crimea, almost seven years ago now (Pifer, 2020). 

It seems the taking over of Crimea was done in response to Ukraine signing an association agreement with the European Union (Pifer, 2020). I think this made Putin fear having western influence so close to what was a communist soviet Russia at one point. According to the article I read, not longer after that agreement was signed were Russian soldiers turning up at key facilities and checkpoints in Crimea (Pifer, 2020).

In Putin fashion, the referendum that later took place to determine whether Crimea would become more independent or join Russia; determined 96.7% voted to join Russia (Pifer, 2020). This conclusion has scholars baffled because over 40% of those alleged to have voted in the 83% voting turnout are ethnic Ukrainians and Crimean Tatars who would not have voted to join Russia (Pifer, 2020). Just two months later a report was leaked from a Human Rights Council in Russia which stayed only 30% of people voted and about 50% voted to join Russia (Pifer, 2020). Which in my view means that they attempted to allow few to vote, and only those they thought would win them back Crimea Moscow has continually claimed ownership (Pifer, 2020).

But regardless of claims, or the fact that around the time it was taken there was about 60% of ethnic Russians living there, Crimea was recognized to be apart of Ukraine after the Soviet Union collapsed (Pifer, 2020). The taking of Crimea is in direct violation of many international agreements including the 1997 Treaty on Friendship, Cooperation and Partnership between Russia and Ukraine (Pifer, 2020).

I can definitely see the Russian government using the media as a tool to misinform Russian people about Russias true claim to Crimea. It is hard to criticized your government when you are faced with little information that does not support the governments actions. Media outlets who do criticize it do not get the same access to the public as bigger publications who post the things Putin wants out there. As you mentioned, having actual pro-Russian personnel be given high ranking position in media outlets would definitely ensure only information he wanted out, would be published.

Given the information discussed about the acquisition of Crimea, and the current state of the Russia and Ukraine boarder, what do you predict will happen in the ongoing crisis?

Do you think Russia will truly advance into Ukraine?

Interested to hear your thoughts!

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The discussions need to response

1. Within Russia, censorship of news sources and the internet is nothing out of the ordinary under the rule of Vladimir Putin. Media regulation and information rights are consistently breached and withheld from residents of Russia and have been presented as a growing issue within the country. Having control of the majority of the news that is shown to Russian citizens, the government’s new target has fallen upon social media platforms. 

When investigating the growing issue of media regulation and information rights within social media, I discovered an example that demonstrates Russia’s attempt to regulate social media since it has become one of the main resources for critical public debate in Russia, especially in regards to Alexei Navalny (Human Rights Watch, 2021). Alexei Navalny is the political opposition of Putin who was imprisoned and has sparked protests amongst the citizens of Russia (Human Rights Watch, 2021). To combat those attempting to protest through social media, the Investigative Committee, Russia’s criminal investigation service, posted a video to Youtube claiming that Navalny and his supporters are sponsored by those overseas (Human Rights Watch, 2021). Furthermore, the Russian government has even gone as far as fining social media platforms such as Facebook, Tiktok, Instagram, Twitter, Youtube, VKontakte, and Odnoklassniki, which failed to remove “illegal content” and content that encouraged children to protest (Human Rights Watch, 2021). These acts of the government are a clear representation that the government is attempting to regulate the media in their favour and restrict their citizens from their right to protest. 

In addition to restricting the people of Russia’s freedom of speech over social media, they are also monitoring the social media of Russian youth for signs of LBGTQ+ activity and propaganda. Teachers were being instructed to monitor the social media of students between the 5th and 11th grades and report those who showed LGBT symbols to the authorities, along with their addresses and physical descriptions (Baume, 2020). This form of media regulation has stemmed from the anti-gay propaganda laws created in 2013, which has banned queer culture and knowledge from media and public spaces under the pretense that it protects children against the promotion of “non-traditional” sexual relations (Human Rights Watch, 2018). This example can be analyzed through the Network Gatekeeping Theory, which is a theory that explores different reasons why information is included or excluded from the network (Castells, 2011). This theory explains that social actors look to establish their power through gatekeeping strategies to restrict access to ideas that do not add value to the network or go against the actors’ best interests (Castells, 2011). Information regarding the LBGTQ community does not align with the homophobic views of the Russian government, therefore, is restricted to the Russian population. 

At this point in my writing process, I have yet to find a third example or an additional theory to incorporate into my paper. If anyone has any suggestions or news articles that they are willing to share I would appreciate the help! Looking forward to hearing from you all and reading your posts!

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2. The importance of media in a global context is extensive, with huge influence on societies allowing growth for individuals and societies together. Media has evolved social movements to create a positive an informed environment for people around the world but has also come to criticisms for the negative environment and influences it can pose. Media including television, newspaper, and social media have been outlets for governments to positively or negatively shape countries. Countries such as Russia has heavily regulated the use of media with the goal of managing the spread of information and controlling the narrative. 

 Throughout this assignment Russian media and regulations will be examined to identify it’s  importance on the social, cultural, political, and economic aspects of the country’s identity. Russia holds great ownership and influence over media outlets within the nation and has also implemented strict censorship policies in regards to media and internet that are becoming increasingly oppressive.  

 The Russian government holds ownership over a major proportion of Russian newspapers and television outlets. Specifically the government owns two of the most viewed television channels that are available to individuals within the country (Zakem et al., 2018). This leaves little room for a diverse culture of information and media available to the citizens of Russia creating an impact on the shape of the country’s social and political identity. The remaining television channels are greatly influenced and hold strong ties to the government in Russia (Zakem et al., 2018) . With the Russian government holding significant control over the television channels it has resulted in a 40% distrust for Russian television viewers. This has led some individuals turning to Western media outlets in an attempt to gain more insightful information (Zakem et al., 2018) . The distrust and skepticism in Russia’s television broadcasting and information presented in news media has led programming to turn to “political talk shows” in an attempt to manage public opinions and knowledge in a more authentic manner (Zakem et al., 2018) .  

 Another example of the extensive censorship by the Russian government in attempt to maintain control of information is the increasing policies regarding social media platforms. The government has placed oppressive restrictions on social media platforms within the country such as requiring major social media platforms like TikTok to remove any content that would be deemed “illegal” within the Russian state (“Russia: Social Media,” 2021). Many are viewing these policies as a human rights violation in regards to freedom of speech and oppression. The goals of the censorships are to regulate the spread of information and to decrease protesting within the state with the government stating that these platforms “manipulate people’s minds” (“Russia: Social Media,” 2021). 

  The result of these censorship laws that have been increasing within the country has created a large impact on the social identity of the country. Individuals residing in Russia have expressed their increasing frustration with the political ideologies of the government. Mass protests have been an outcome of the increasing outrage towards government corruption within the state (“Russia: Social Media,” 2021).  

 What are your opinions on the distrust and censorship policies that have been implemented in Russia? Do you view these regulations as a human rights violation? 

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the levels we generally talk about are Grand, Middle-Range, and Practice Level (Smith & Parker, 2020).

 Grand theories-Have concepts and relational statements (or assumptions) that reflect philosophies and include values and beliefs.
 Example: Orem’s self-care deficit theory-This theory focuses on patients wanting to take care of themselves and nurses helping them to do so. Grand level theories generally address concepts of the metaparadigm of nursing (Person, Health, Environment, Nursing)
 Middle-Range Theories-Are broad enough for complex situations yet can be empirically tested.
 Example: Power as Knowing Participation in Change-Includes power as Freedom and Control and Power as Knowing. (Includes concepts that can be measured or tested.)
 Practice-Level theories -Used in specific range of nursing situations, guide interventions and activities.
 Example: Heart Failure Medication Management

As you look at the definitions, does burke-Harris team ACES theory guide a person in theories and beliefs?  Is it able to be tested?  Is it limited in scope and only useful in a specific nursing situation?

While choosing the level of theory is not super important, it does help in knowing how much the theory could explain. As I look at this theory, it seems testable, so I would not choose Grand. It seems bigger than a specific situation, so I would actually call it middle-range.

What do you think?

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Exploring economic values

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Introduction

There are multiple types of economic value added to products from their source to the retailers and, ultimately, the consumer. In one sense, the guest of a restaurant is paying for economic value by ordering a burger, because it is prepared in the form they want, delivered where they want it, at the time that they want, rather than having to go to the source for raw beef, vegetables, wheat, etc.

We typically discuss: Time, Form, Place, Information, and Services economic values.

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Directions
The purpose of this exercise is to explore these various types of economic value. For each product, identify the type of economic value and specify how that type is being added. If a type of economic value does not apply, write NA.

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Example

Product: Ground beef bought at grocery store

 Time
 Purchasing the meat when you want it, and not when the cows were ready. The ground beef has been stored in the supply chain and at the grocery store, ready for you to purchase it when you want.
 Form
 Purchasing the meat already ground, and packaged in the size you want. You didn’t have to buy the whole cow, have it processed, then deal with having all the different cuts of meat (upwards of 600 pounds of meat at a time). All you had to do was choose to buy a 1 pound roll of ground beef.
 Place
 Purchasing the meat from the local grocery store, not at the farm or processing plant (wherever that was in the world).
 Information
 Purchasing exactly what you wanted, and knowing that. For example you could have purchase exactly 25/75 ground beef. Rather than waiting to see how much fat was in the beef after buying the whole cow. The processing plant put this information on the package so you could use it to buy just what you wanted.
 Services
 Not applicable in some cases. It is possible that that package of ground beef has a QR code on it; if you scan it, it will pull up a recipe you can use for dinner. This is a pretty mediocre example of services, but it still counts.

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Application problems

Product: 80 quart Hobart stand mixer

 Time
 Form
 Place
 Information
 Services

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Product: 1 foot square slate floor tiles for guest bathrooms

 Time
 Form
 Place
 Information
 Services

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Product: 1 liter hand sanitizer bottles with pumps for front desk and other areas

 Time
 Form
 Place
 Information
 Services

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Product: 3 ounce hand sanitizer bottles for guest room amenities

 Time
 Form
 Place
 Information
 Services

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Product: King bed sheets

 Time
 Form
 Place
 Information
 Services

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Product: Sourdough French bread loaves

 Time
 Form
 Place
 Information
 Services

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Product: Hamburger buns

 Time
 Form
 Place
 Information
 Services

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Product: 5 lb spring mix

 Time
 Form
 Place
 Information
 Services

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Product: 10 pounds of cherry tomatoes

 Time
 Form
 Place
 Information
 Services

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Product: 5×6 slicer tomatoes

 Time
 Form
 Place
 Information
 Services

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Product: Russet potatoes, 14 ounces each

 Time
 Form
 Place
 Information
 Services

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Product: Ribeyes individually cryovac’d from Sysco

 Time
 Form
 Place
 Information
 Services

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Product: Towel service for kitchen, 20 bundles a week

 Time
 Form
 Place
 Information
 Services

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Week 6: Area of Interest Power Point Presentation

Question 1

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The process for affecting positive change to improve practice outcomes can start with either the identification of an area of interest or the identification of a potential or existing practice problem. Selecting an area of interest helps to define a direction for further inquiry. The purpose of this assessment is for students to identify and discuss an area of interest specific to advanced practice nursing. Students will identify a common practice problem related to the selected area of interest and provide a recommendation to affect positive change. Students will build on this project in later courses. 

Note: The purpose of the MSN project is to translate evidence currently found in the literature into practice within the chosen specialty track. Due to the research complexity, time involvement, and implications regarding human subjects, drug studies are not acceptable areas of interest for an MSN project. 

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

1.Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (CO1)  
2.Analyze essential skills needed to lead within the context of complex systems. (CO3) 
3.Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. (CO4) 

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Requirements: 

Criteria for Content 

For this presentation, select an area of nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic and to find research support for the practice change you are recommending.  You may use a topic from the list at the link below or may investigate a topic of your choice as long as it pertains to NP practice. If you are unsure of your topic, please reach out to your instructor.  Be sure to provide speaker’s notes for all slides except the title and reference slides.  

List of Possible Topics (Links to an external site.)

Creating a Professional Presentation (Links to an external site.)

Create an 8-12 slide PowerPoint Presentation that includes the following: 

1.Introduction: slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered. 
2.Evidence-based projects: slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson). 
3.Conceptual Model: slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
4.Area of Interest: identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
5.Issue/concern and recommendation for change: slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson). 
6.Factors Influencing Change: slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas. 
7.NONPF Competencies: slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
8.Conclusion: slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.  

Preparing the presentation 

Submission Requirements 

1.Application: Use Microsoft Power Point™ to create the PowerPoint presentation.  
2.Length: The PowerPoint presentation must be 8-12 total slides (excluding title and reference slides).   
3.Speaker notes are used and include in-text citations when applicable. 
4.A minimum of four (4) scholarly literature references must be used. 
5.Submission: Submit your file: Last name First initial_Wk6Assessment_Area of Interest. 

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Question 2

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Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week.
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You will need to post your reflection here before you are able to see other students’ posts.

 As you contemplate your future NP practice, how do you view your role in the implementation of EBP?
 What thoughts do you have about how you will engage in scholarship in your NP role?
 What are some barriers you see to implementing evidence-based practice?

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Don’t Dismiss the Humanities

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Top of Form

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Analyze the different aspects of Nicholas Kristof’s “Don’t Dismiss the Humanities”.

Things you can talk about: the purpose/thesis statement, the structure of the argument, Kristof’s credibility (ethos), his use of other appeals (logos, pathos), use of evidence, tone, the audience.

Remember to label your post.

https://www.nytimes.com/2014/08/14/opinion/nicholas-kristof-dont-dismiss-the-humanities.html?hp&action=click&pgtype=Homepage&module=c-column-top-span-region&region=c-column-top-span-region&WT.nav=c-column-top-span-region&_r=0Bottom of Form

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Developing a good thesis statement link

https://mlpp.pressbooks.pub/writingsuccess/chapter/9-1-developing-a-strong-clear-thesis-statement/

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Writing Strong Introductions

https://courses.lumenlearning.com/englishcomp2kscopexmaster/chapter/introductions/

Rogerian Arguments Approach

https://courses.lumenlearning.com/englishcomp2kscopexmaster/chapter/rogerian-argument/

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Assignment 3: Translate the Evidence into Practice (25 points)

The next steps in the evidence-based practice (EBP) process includes implementing and translating the intervention chosen in the PICOT question (Week 1) into the clinical setting. Pilot projects are often used before implementing a change into an entire organization. Discuss the following questions related to implementing the chosen PICOT intervention as if a pilot test project were being facilitated by the masters prepared nurse:

PICOT Question:

In older people with Alzheimer’s disease (AD), how efficient are mental stimulation and memory training compared to Aducanumab in managing agitation and restlessness throughout 10 years after initial diagnosis?

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Assignment Criteria:

1.Briefly explain the problem and the PICOT question and the intervention
2.Describe the pilot project for the chosen intervention and include:
a.Explain the who, what, where, when and how of the pilot project
b.Describe a specific model or framework of change that will be used to facilitate the implementation of the intervention.
3.Describe the stakeholders and their roles in the pilot project.
4.Propose two (2) strategies that would promote engagement of the stakeholders in the project.
5.Discuss a specific practice guideline that supports the intervention.
6.Identify major organizational resources needed for the pilot project.
7.Discuss how the outcome of the intervention will be measured.
8.The scholarly paper should be in narrative format, 5 to 6 pages excluding the title and reference page.
9.Include an introductory paragraph, purpose statement, and a conclusion.
10.Include level 1 and 2 headings to organize the paper.
11.Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify: I, we, you, me, our may is not used. In addition, describing yourself as the researcher or the author should not be used.
12.Include a minimum of four (4) professional peer-reviewed scholarly journal references to support the paper (review in Ulrich Periodical Directory) and be less than five (5) years old.
13.APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations).
14.Submit the assignment to Turnitin prior to the final submission, review the Originality Report, and make any needed changes.
15.Submit by the posted due date.

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Assignment 3: Translate the Evidence into Practice (25 points)

Assignment Criteria

10 points

9 points

7 points

0 points

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All topics/criteria addressed and all questions fully answered.

All topics/criteria addressed and most questions fully answered.

All topics/criteria addressed and most questions partially answered.

One or more topics/criteria not addressed or completely answered.

Quality/Accuracy of Information

9 points

8 points

4 points

0 points

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Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.

Information clearly relates to the main topic/criteria. A few details and/or examples are given.

Information has little or nothing to do with the main topic/criteria.

Organization

4 points

2 points

.50 points

0 points

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Information is very organized with well-constructed paragraphs and levels of heading.

Information organized with well-constructed paragraphs and levels of heading.

There is an attempt at organization but errors exist. No levels of heading.

The information or overall structure appears disorganized.

Sources

2 points

1 point

0.5 points

0 points

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All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

The majority of references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.

Some references are from non-peer-reviewed scholarly sources or older than 5-years.

Majority of references are from non-peer-reviewed scholarly sources or older than 5-years.

Earned Points

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Up to 10% of the assigned points (total points of assignment) can be deducted from the earned points for errors in APA style [title page, introduction, purpose statement, level heading, conclusion, references, citations, and format], spelling, and/or grammar.

Final Total

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Week 6: Area of Interest Power Point Presentation

Question 1

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 .

The process for affecting positive change to improve practice outcomes can start with either the identification of an area of interest or the identification of a potential or existing practice problem. Selecting an area of interest helps to define a direction for further inquiry. The purpose of this assessment is for students to identify and discuss an area of interest specific to advanced practice nursing. Students will identify a common practice problem related to the selected area of interest and provide a recommendation to affect positive change. Students will build on this project in later courses. 

Note: The purpose of the MSN project is to translate evidence currently found in the literature into practice within the chosen specialty track. Due to the research complexity, time involvement, and implications regarding human subjects, drug studies are not acceptable areas of interest for an MSN project. 

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

1.Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (CO1)  
2.Analyze essential skills needed to lead within the context of complex systems. (CO3) 
3.Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. (CO4) 

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.

.

Requirements: 

Criteria for Content 

For this presentation, select an area of nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic and to find research support for the practice change you are recommending.  You may use a topic from the list at the link below or may investigate a topic of your choice as long as it pertains to NP practice. If you are unsure of your topic, please reach out to your instructor.  Be sure to provide speaker’s notes for all slides except the title and reference slides.  

List of Possible Topics (Links to an external site.)

Creating a Professional Presentation (Links to an external site.)

Create an 8-12 slide PowerPoint Presentation that includes the following: 

1.Introduction: slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered. 
2.Evidence-based projects: slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson). 
3.Conceptual Model: slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
4.Area of Interest: identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
5.Issue/concern and recommendation for change: slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson). 
6.Factors Influencing Change: slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas. 
7.NONPF Competencies: slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
8.Conclusion: slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.  

Preparing the presentation 

Submission Requirements 

1.Application: Use Microsoft Power Point™ to create the PowerPoint presentation.  
2.Length: The PowerPoint presentation must be 8-12 total slides (excluding title and reference slides).   
3.Speaker notes are used and include in-text citations when applicable. 
4.A minimum of four (4) scholarly literature references must be used. 
5.Submission: Submit your file: Last name First initial_Wk6Assessment_Area of Interest. 

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Question 2

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Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week.
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You will need to post your reflection here before you are able to see other students’ posts.

 As you contemplate your future NP practice, how do you view your role in the implementation of EBP?
 What thoughts do you have about how you will engage in scholarship in your NP role?
 What are some barriers you see to implementing evidence-based practice?

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New post

PowerPoint Presentation: Changing a Promotion System

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NO Title Page, just a reference page

“Applications: Changing a Promotion System” (pp. 555-556).  Support the analysis and recommendations

Analysis:  

 What is the likely cause(s) of Bioglass’ problems?  
 Assess Bioglass’ performance appraisal process based on the questions in Exhibit 10.4.

References: 3 academic sources.

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Accurately identify the cause(s) of Bioglass’ problems.  Assess Bioglass’ performance appraisal process based on the questions in Exhibit 10.5. Fully supports analysis with evidence.  

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New post

Write a formal essay answer consisting of three to five paragraphs for each question (introduction, body, conclusion).  The document should be grammatically sound and free of spelling errors.  Please provide answers that are detailed and complete and that are free of technical jargon, so that a novice can understand. 

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Question 1: Describe the place of SMS (Safety Management System) within safety theory

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Question 2: Describe the importance of data sharing for aviation safety

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Question 3: Compare the methods and strategies for quality assurance and safety assurance

New post

 Week 4 – Consolidate Activity 1 (Mandatory) – Reflection on breaking bad news 
  In your nursing practice placement as a student nurse
 
  Write a 500 word reflection for your campus press on breaking bad news, where you have been on placement and helped or been present when breaking bad news to a patient or their family – use a commonly used reflective model. Please upload this to campus press when completed.
 

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Please copy the below into the URL bar: 

 171122-Communication-skills-1-benefits-of-effective-communication-for-patients.pdf

 171220-Communication-skills-2-overcoming-barriers-to-effective-communication.pdf

 180117-Communication-skills-3-Non-verbal-communication.pdf

 140218-Communication-4-the-influence-of-appearance-and-environment.pdf

 180314-Communication-5-Effective-listening-and-observation-skills.pdf

 180425-Communication-6-difficult-and-challenging-conversations.pdf

2. Post any questions you have on the lecture material on the Module Discussion Forum.

3. Take a read through the presentations in apply and ensure you feel confident to discuss within lectures

4. Watch the videos below in preperation for the ‘apply’ session

Breaking Bad news

Motivational Interviewing

The importance of Body Language

Benefits of Effective Communication

What happens when communication goes wrong in healthcare

Appearance, Environment and the messages they passively send

Learning outcomes

By the end of this week you should be able to:

To develop effective communication in knowledge, skills and judgement

To understand the importance, barriers and processes behind breaking bad news

To define the four principles of motivational interviewing

To demonstrate the ability to use non-verbal communication techniques to benefit others and to interpret others range of non-verbal signals

To understand the larger impact if communication goes wrong resulting in confusion, friction, frustration and a difficult environment

To understand how unintended messages are transmitted by personal appearance and the work environment

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New post

Remote Clinical

NURS 6973 Activity #1 (Group)

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Overview

This day focuses on care for an acutely ill patient in an emergency setting

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The objectives for the activities are:

 Provide safe nursing care to an adult patient in an emergency setting
 Evaluate objective and subjective assessment data
 Correlate laboratory values with potential patient problems
 Identify anticipated medical interventions
 Create a nursing plan of care based upon anticipated medical care

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Patient Case Study

Answer the questions below according to the clinical case study

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Synchronous Debriefing – Attend your clinical group’s Teams debriefing session

DML will occur at the end of your clinical day, together with your instructor and peers. Your instructor will provide you details regarding the time of the meeting.

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During the meeting, you should be prepared to discuss the assignment you completed during your clinical day.

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What to turn in?

See your clinical instructor for submission requirements for this week.

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Case Study

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Scenario

A 34year old female comes into the ER stating she has been having abdominal pain, nausea, and vomiting for several days.  Pain is 10/10. 

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Patient Information

PMH: Diabetes Mellitus, Chronic pain, GERD, Hypertension, Bipolar disorder

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Current Medications: OxyContin, Prozac, Ranitidine, Synthroid, Zyprexa, Regular Insulin, Lantus, Lipitor, Lisinopril, and Multivitamin

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Allergies: Benadryl, Imitrex, Augmentin, Phenergan, Lyrica, Reglan, Morphine, Compazine, Baclofen, Fentanyl, Gapapentin, Codeine Tramadol, Droperidol, Demerol, Protonix, Amoxicillin, Penicillin, Paramethasone, Clonidine, Tromethone

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Assessment Data

Neurologic
Alert, awake, and oriented X3
HEENT
Dry mucus membranes
Cardiac
Regular rate and rhythm
Sinus tachycardia
Peripheral pulses strong and present
Respiratory
Tachypneic
Lungs clear bilateral
Abdominal
Soft and non-tender
Bowel sounds normal
Skin/soft tissue
Diaphoretic
Psychosocial
Tearful
Anxious

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Vitals

Time

Temp

Pulse

Resp

BP

SPO2

Pain

1500

97.3

120

28

173/93

100% RA

10/10 “All over”

1530

.

116

26

168/92

100% RA

9/10 “Chest”

1700

.

108

18

156/88

100% RA

9/10

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Labs

CBC

Result

Reference Range

WBC

15.3 H

4-11

RBC

3.56 L

4.5-5.9

Hgb

11.1 L

13.0-17.0

Hct

37.3 L

39.0-51.0

Platelets

257

150-450

Neutrophils (segs)

81.7 H

33-69%

Lymphocytes

10.6 L

20-55%

Monocytes

6.0

3-8%

Eosinophils

0.5 L

1-3%

Basophils

1.2

1%

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Metabolic

Result

Reference Range

Sodium

120 L

135-145

Potassium

6.9 H

3.5-5.0

Chloride

95 L

98-107

CO2

14.5 L

21-32

Glucose

1174 H

65-99

BUN

40 H

10-20

Creatinine

2.86 H

0.5-1.4

GFR

19

>60

Calcium

8.2 L

8.4-10.2

Lipase

11 L

22-51

Total Protein

5.6 L

6.2-8.0

Albumin

2.1 L

3.2-5.5

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Arterial Blood Gases + Beta Hydroxybutyrate (BHB)

Result

Reference Range

pH

7.12 L

7.35-7.45

paCO2

26 L

35-45

paO2

95

75-100

HCO3

15 L

22-26

spO2

97

94-100%

BHB

1.2 H

0.0-0.5 mmol/L

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Questions

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1)What four medical diagnoses do you anticipate based upon the data?

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2)What type of acid base balance would you classify the patient to have and why?

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3)Why was the patient hypertensive, tachypneic, and tachycardiac?

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4)Why was her glucose elevated? (give a pathophysiologic explanation)

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5)Why were the WBC and neutrophils elevated?

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6)Why was her carbon dioxide low?

.

7)Why were the sodium and chloride levels low?

.

8)Why was the potassium elevated?

.

9)Why were the BUN and creatinine elevated?

.

10)What is the BHB and what does it indicate?

.

11)What interventions would you expect the ER provider to order?

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.

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New post

Deeper Understanding (type your answer in 250 words long)

Objective

 Describe significant details of different research methodologies.

Instructions

respond to the following question:

 How can learning about the past enable you to develop a deeper understanding of the world we know today?

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New post

Unit III Course Project

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Part 3: Communication Plan

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For the “Warehouse Shopping Center” project, create a simple communication management plan. Your plan should follow the guidance in Figures 3.1 and 3.3 in the textbook (see page 2 below).

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Consider the following questions:

 What will I need to communicate (project progress, other)?
 To whom will I need to communicate (stakeholders, contacts)?
 When will I need to communicate (timing, frequency)?
 Where will I communicate (location of the sender, receivers)?
 How will I communicate (media)?
 Why am I communicating (analyze all reports both planned and ad hoc to ensure rationale for communication effort is sound)?
 How do my planned communications close any gaps between project objectives and stakeholder expectations? How would such gaps be evaluated and fed back into the project communications cycle?

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Finally, in addition to writing out your strategies and responses to the questions, summarize the who, what, when, where, how, and why into a quick reference table. For example, consider the building the library scenario in the earlier unit. The “who” would be the stakeholders such as members of the community, future patrons of the library to name just a couple. The “what” would include information regarding the progress of the construction, key milestones, and perhaps some announcements regarding the planned scope of the completed library (such as types of media available for checkout, services to be offered, etc.). Such a table is often used as a succinct at-a-glance form of the communications plan.

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As a guide to depth, your Communication Management Plan should be a minimum of two pages in length. You may either create your table in Word and include it at the end of the document, or submit it as a separate Excel file.

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Adhere to APA 7 Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

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Note: In Unit VIII of this course, you will include a summary of your communication plan as part of a PowerPoint presentation.

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Course textbook:

Singh, H. (2015). Mastering Project Human Resource Management. Pearson FT Press.

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Figure 3.1 Project Communications Management Planning Process Flow

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Figure 3.3 Project Communications Management Planning Process Summary

New post

Remote Clinical

NURS 6973 Activity #1 (Group)

.

Overview

This day focuses on care for an acutely ill patient in an emergency setting

.

The objectives for the activities are:

 Provide safe nursing care to an adult patient in an emergency setting
 Evaluate objective and subjective assessment data
 Correlate laboratory values with potential patient problems
 Identify anticipated medical interventions
 Create a nursing plan of care based upon anticipated medical care

.

Patient Case Study

Answer the questions below according to the clinical case study

.

Synchronous Debriefing – Attend your clinical group’s Teams debriefing session

DML will occur at the end of your clinical day, together with your instructor and peers. Your instructor will provide you details regarding the time of the meeting.

.

During the meeting, you should be prepared to discuss the assignment you completed during your clinical day.

.

What to turn in?

See your clinical instructor for submission requirements for this week.

.

Case Study

.

Scenario

A 34year old female comes into the ER stating she has been having abdominal pain, nausea, and vomiting for several days.  Pain is 10/10. 

.

Patient Information

PMH: Diabetes Mellitus, Chronic pain, GERD, Hypertension, Bipolar disorder

.

Current Medications: OxyContin, Prozac, Ranitidine, Synthroid, Zyprexa, Regular Insulin, Lantus, Lipitor, Lisinopril, and Multivitamin

.

Allergies: Benadryl, Imitrex, Augmentin, Phenergan, Lyrica, Reglan, Morphine, Compazine, Baclofen, Fentanyl, Gapapentin, Codeine Tramadol, Droperidol, Demerol, Protonix, Amoxicillin, Penicillin, Paramethasone, Clonidine, Tromethone

.

Assessment Data

Neurologic
Alert, awake, and oriented X3
HEENT
Dry mucus membranes
Cardiac
Regular rate and rhythm
Sinus tachycardia
Peripheral pulses strong and present
Respiratory
Tachypneic
Lungs clear bilateral
Abdominal
Soft and non-tender
Bowel sounds normal
Skin/soft tissue
Diaphoretic
Psychosocial
Tearful
Anxious

.

Vitals

Time

Temp

Pulse

Resp

BP

SPO2

Pain

1500

97.3

120

28

173/93

100% RA

10/10 “All over”

1530

.

116

26

168/92

100% RA

9/10 “Chest”

1700

.

108

18

156/88

100% RA

9/10

.

Labs

CBC

Result

Reference Range

WBC

15.3 H

4-11

RBC

3.56 L

4.5-5.9

Hgb

11.1 L

13.0-17.0

Hct

37.3 L

39.0-51.0

Platelets

257

150-450

Neutrophils (segs)

81.7 H

33-69%

Lymphocytes

10.6 L

20-55%

Monocytes

6.0

3-8%

Eosinophils

0.5 L

1-3%

Basophils

1.2

1%

.

Metabolic

Result

Reference Range

Sodium

120 L

135-145

Potassium

6.9 H

3.5-5.0

Chloride

95 L

98-107

CO2

14.5 L

21-32

Glucose

1174 H

65-99

BUN

40 H

10-20

Creatinine

2.86 H

0.5-1.4

GFR

19

>60

Calcium

8.2 L

8.4-10.2

Lipase

11 L

22-51

Total Protein

5.6 L

6.2-8.0

Albumin

2.1 L

3.2-5.5

.

Arterial Blood Gases + Beta Hydroxybutyrate (BHB)

Result

Reference Range

pH

7.12 L

7.35-7.45

paCO2

26 L

35-45

paO2

95

75-100

HCO3

15 L

22-26

spO2

97

94-100%

BHB

1.2 H

0.0-0.5 mmol/L

.

Questions

.

1)What four medical diagnoses do you anticipate based upon the data?

.

2)What type of acid base balance would you classify the patient to have and why?

.

3)Why was the patient hypertensive, tachypneic, and tachycardiac?

.

4)Why was her glucose elevated? (give a pathophysiologic explanation)

.

5)Why were the WBC and neutrophils elevated?

.

6)Why was her carbon dioxide low?

.

7)Why were the sodium and chloride levels low?

.

8)Why was the potassium elevated?

.

9)Why were the BUN and creatinine elevated?

.

10)What is the BHB and what does it indicate?

.

11)What interventions would you expect the ER provider to order?

.

.

.

New post

Deeper Understanding (type your answer in 250 words long)

Objective

 Describe significant details of different research methodologies.

Instructions

respond to the following question:

 How can learning about the past enable you to develop a deeper understanding of the world we know today?

.

.

New post

Unit III Course Project

.

Part 3: Communication Plan

.

For the “Warehouse Shopping Center” project, create a simple communication management plan. Your plan should follow the guidance in Figures 3.1 and 3.3 in the textbook (see page 2 below).

.

Consider the following questions:

 What will I need to communicate (project progress, other)?
 To whom will I need to communicate (stakeholders, contacts)?
 When will I need to communicate (timing, frequency)?
 Where will I communicate (location of the sender, receivers)?
 How will I communicate (media)?
 Why am I communicating (analyze all reports both planned and ad hoc to ensure rationale for communication effort is sound)?
 How do my planned communications close any gaps between project objectives and stakeholder expectations? How would such gaps be evaluated and fed back into the project communications cycle?

.

Finally, in addition to writing out your strategies and responses to the questions, summarize the who, what, when, where, how, and why into a quick reference table. For example, consider the building the library scenario in the earlier unit. The “who” would be the stakeholders such as members of the community, future patrons of the library to name just a couple. The “what” would include information regarding the progress of the construction, key milestones, and perhaps some announcements regarding the planned scope of the completed library (such as types of media available for checkout, services to be offered, etc.). Such a table is often used as a succinct at-a-glance form of the communications plan.

.

As a guide to depth, your Communication Management Plan should be a minimum of two pages in length. You may either create your table in Word and include it at the end of the document, or submit it as a separate Excel file.

.

Adhere to APA 7 Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

.

Note: In Unit VIII of this course, you will include a summary of your communication plan as part of a PowerPoint presentation.

.

.

Course textbook:

Singh, H. (2015). Mastering Project Human Resource Management. Pearson FT Press.

.

Figure 3.1 Project Communications Management Planning Process Flow

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.

Figure 3.3 Project Communications Management Planning Process Summary

ASSIGNMENT INFORMATION

ASSIGNMENT INFORMATION

1.Due Date
2.Monday, February 21, 2022
3.9:00 AM
4.Points Possible
5.30
6.Activity: Pareto Analysis and Business Process Flow Charting Practice
This activity consists of two problems.
Problem One
Gary Seitz is director of procurement for the Forest Medical Center in Oak Park, Illinois. His medical center recently purchased more than 300 new side tables for the patient rooms from Quick-and-Cheap Furniture. His team, however, is not happy with the paint quality of these tables. They feel the firm providing the tables was rushed to get the order out and did not do a great job.
They have examined each of the 312 tables that they have received so far and found the following defects, listed in alphabetical order:
7.
Instructions
Use Excel to:
Create a Pareto Chart for this situation.
Create and complete a table for this situation using the following headers:
Problem.
Frequency.
Cumulate Frequency.
Percentage.
Cumulate Percentage.
List the most frequently occurring problem first in the table, then the next more frequently occurring problem second in the table, and so forth.
8.In a Word document:
Draw two conclusions about the quality of the patient tables that Quick Furniture has shipped to the Forest Medical Center.
9.Submit both your Word and Excel files.
Problem Two
Ted Short, manager of procurement at the Lake Luna Medical Center (LLMC), is starting a process to examine at the general process that is followed at his center for procurement of medical supplies at his facility. His first step is to develop a flowchart for the current process that employees at his center follow. He has asked you to draw that flowchart for him and make any obvious changes to shorten the process.
Here are the key steps that are followed:
The LLMC employee fills out a paper requisition and sends that to his department head for approval.
The department secretary first examines the requisition to see if all needed information is present. If it is, then she sends to the department head for approval. If not, she returns to the employee for any needed corrections. The employee then returns the requisition to the department secretary for review again.
Requisitions with the correct information are sent to the department head.
The department head reviews the item to determine if the material requested seems appropriate. He may contact his employee to discuss any questions he might have.
If he feels it is inappropriate, then he rejects the request and sends it back to the employee.
If he feels it is appropriate, then he checks the budget to see if there are sufficient monies in the budget to pay for this. If there are not, then he rejects the request and sends it back to the employee. If there are sufficient funds, then he approves them.
If the requisition is approved, then the department secretary sends the requisition to a member of the LLMC Procurement Team.
The LLMC procurement specialist checks to see if the suggested vendor on the requisition is on the approved vendor list (AVL).
If not, he sends the request back to the department secretary and the process starts all over if the LLMC employee wants to continue to pursue it. If the employee does not, then the requisition is terminated.
If the vendor is on the AVL, the LLMC procurement specialist checks to see if a quote is required, either based on the type of equipment and material required or on the amount of the purchase.
If no quote is required, the procurement specialist transmits the PO to the vendor for execution.
If a quote is required, then the specialist contacts the vendor and asks for a quote. If the quote is satisfactory based on past purchases of such items, the specialist approves the quote and places the order.
If the quote is too high, the specialist contacts the LLMC employee and asks for another vendor to check. The procurement specialist then checks the second vendor. Usually, a procurement specialist will have to check only two vendors at most.
If the specialist cannot find a vendor with it suitable price after two tries, then the PO is cancelled.
When the specialist finds a vendor who submits a suitable quote, the transmits the PO to the vendor for execution by US postal service or by telephone.
The procurement specialist then logs the transaction into the financial system.
The procurement specialist then forwards the request to the Accounts Payable Department for payment when the receipt of the materials and equipment ordered, if acknowledged.
10.Instructions
Use Microsoft Word to complete the following:
Develop a flowchart for this process.
Suggest three improvements, based on total quality management, that Ted Short can use to make the current process more efficient.
11.Submit your Word document(s).

Problem

Number of Occurrences

Dirt in paint

65

Off-color

17

Orange peel

12

Other

1

Sad looking

43

Scratch

11

Sealer under

8

Thin paint

31

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marketing environment

Question 1 (5 points)

1.Why is it important to examine the marketing environment and organizational resources before proceeding to develop a marketing database? What are some of the examples of organizational resources available as mentioned in the CRISP DM methodology? 

Please use your own words. Do not simply define the stages. 

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Question 3 (5 points)

2.You want to make an entire school database with various tables. Create 3 tables: teachers table, students table, feedback table (feedback is about teachers) that will be part of the database. Complete an example of the conceptual, physical, and logical tables for the database. You can make up the fields as you think appropriate.

You can take a copy your diagrams. Write your thought process behind the tables as well to show your work.

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Question 4 (5 points)

3.Next you want to discuss the importance of the database to your colleagues. Using Codd’s commandments we discussed and other important characteristics of the database, describe at least 3 important things about the need for this database. Explain it in your own words so your colleagues will understand. Don’t just define the commandments.

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New post

Week 6: Area of Interest Power Point Presentation

Question 1

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 .

The process for affecting positive change to improve practice outcomes can start with either the identification of an area of interest or the identification of a potential or existing practice problem. Selecting an area of interest helps to define a direction for further inquiry. The purpose of this assessment is for students to identify and discuss an area of interest specific to advanced practice nursing. Students will identify a common practice problem related to the selected area of interest and provide a recommendation to affect positive change. Students will build on this project in later courses. 

Note: The purpose of the MSN project is to translate evidence currently found in the literature into practice within the chosen specialty track. Due to the research complexity, time involvement, and implications regarding human subjects, drug studies are not acceptable areas of interest for an MSN project. 

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

1.Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (CO1)  
2.Analyze essential skills needed to lead within the context of complex systems. (CO3) 
3.Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. (CO4) 

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.

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Requirements: 

Criteria for Content 

For this presentation, select an area of nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic and to find research support for the practice change you are recommending.  You may use a topic from the list at the link below or may investigate a topic of your choice as long as it pertains to NP practice. If you are unsure of your topic, please reach out to your instructor.  Be sure to provide speaker’s notes for all slides except the title and reference slides.  

List of Possible Topics (Links to an external site.)

Creating a Professional Presentation (Links to an external site.)

Create an 8-12 slide PowerPoint Presentation that includes the following: 

1.Introduction: slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered. 
2.Evidence-based projects: slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson). 
3.Conceptual Model: slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
4.Area of Interest: identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
5.Issue/concern and recommendation for change: slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson). 
6.Factors Influencing Change: slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas. 
7.NONPF Competencies: slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
8.Conclusion: slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.  

Preparing the presentation 

Submission Requirements 

1.Application: Use Microsoft Power Point™ to create the PowerPoint presentation.  
2.Length: The PowerPoint presentation must be 8-12 total slides (excluding title and reference slides).   
3.Speaker notes are used and include in-text citations when applicable. 
4.A minimum of four (4) scholarly literature references must be used. 
5.Submission: Submit your file: Last name First initial_Wk6Assessment_Area of Interest. 

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Question 2

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Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week.
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You will need to post your reflection here before you are able to see other students’ posts.

 As you contemplate your future NP practice, how do you view your role in the implementation of EBP?
 What thoughts do you have about how you will engage in scholarship in your NP role?
 What are some barriers you see to implementing evidence-based practice?

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Sophia Learning Credit Transfer System Guide

Are you considering transferring credits to another school? Or do you want to finish college within the shortest time possible? This guide will show you how the Sophia Learning Credit Transfer System works and how you can benefit from it! In this guide, we will discuss:

– What is university and college credit transfer?

– Why one would need to transfer credit system?

– How does the Sophia Learning Credit Transfer System work?

– What are the benefits of using this system?

– How can I apply for the Sophia Learning Credit Transfer System?

We hope that this guide provides you with all the information you need to make an informed decision about transferring credits! So let’s get started!

The university and college credit transfer System

Credit transfer is the process of applying earned academic credits from one institution to the other. Students can apply for the degree of credit transfer for the same trade that they have been completed from their previous university. The Sophia Learning Credit Transfer System is an excellent way to get college credit for the courses you have already completed! It allows students to earn college credits for free by taking Self-paced university courses. The credit transfer system is a way for students to get the most out of their education by transferring the credits they have earned from other institutions and to make sure we test in the most through way and ensure no credit will be rejected once given the go ahead.

What are the benefits of using the Sophia Learning Credit Transfer System?

There are many benefits of using Sophia Learning to clear out your general education requirements at the university which include:

– Free college credit for Self-paced university courses you have already completed.

– Easily and automated transfer credits to any of our partnered universities.

– Get ahead in your degree program by transferring more credits than required!

– You get to accumulate college credits while still in high school!

How does the Sophia Learning Credit Transfer System work?

The credit transfer process is simple and easy to follow. After you have registered for a Self-paced university course, your transcript will be automatically generated and sent to our partnered universities that you have chosen. Your credits will then be transferred instantly and you the credits at your pace as they are self paced.

The need for a transfer credit system

No one is interested in doing the same course twice. So, if you have already completed a course or are currently enrolled in one, the last thing you would want is to retake it. The credit transfer system allows students to get the most out of their education by transferring the credits they have earned from other institutions and/or Self-paced university courses.

Credits that are not accepted? We work with partner institution to ensure that all credits earned are accepted. The credit transfer process is simple and straightforward for most institutions. You are only required to provide your transcripts from other institutions and/or Self-paced university courses, and the university will do the rest. They will evaluate your credits and determine how they can be applied to one of the relevant degree programs. If you have any questions about the credit transfer process, please don’t hesitate to contact us! We would be more than happy to assist you.

17.4 Consider the following financial statements for BestCare HMO, a not-for-profit managed care plan:

a. Perform a Du Pont analysis on BestCare. Assume that the industry
average ratios are as follows:
Total margin 3.8%
Total asset turnover 2.1
Equity multiplier 3.2
Return on equity (ROE) 25.5%
b. Calculate and interpret the following ratios for BestCare:
Industry Average
Return on assets (ROA) 8.0%
Current ratio 1.3
Days cash on hand 41days
Average collection period 7days
Debt ratio 69%
Debt-to-equity ratio 2.2
Times interest earned (TIE) ratio 2.8
Fixed asset turnover ratio 5.2

Assignment 2: Executive Summary Presentation

In the end, as a manager, part of your role is to develop strategy, and share this strategy with various stakeholders within the organization. This assignment will allow you to take your findings as a manager, and communicate these findings to those who are affected.
In M6: Assignment 2, (Please see M6:Assignment 2 in Attachment) you analyzed Ferguson & Son Manufacturing Company’s budgetary control system, explained how the use of an activity-based costing system could change the results of the budget and improve ROI, and made recommendations for goal alignment. This assignment was also the LASA 2.
In this assignment, you will develop an executive summary of your findings in a Microsoft PowerPoint presentation format.
Include the following in your presentation:
Include a statement of the problem or topic of LASA 2, a concise analysis of the findings, and a recapitulation of any main conclusions or recommendations.
Be sure to incorporate specific details from LASA 2 to highlight or support the summary.
Using your knowledge of capital budgeting techniques, explain how principles of capital budgeting, such as the payback method, IRR, and NPV, can be used to assess changes in performance and make decisions for the future based on decisions made within the organization.
Develop a 5-slide presentation in PowerPoint format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M7_A2.ppt.

Business environment assignment

-Due on Saturday at 8 pm
-Assignment Description:
To get the best grade on homework #2, you must list 20 stakeholders. Be as specific as possible; use names if they are available. Read your article over again. Think about the event.
Do not duplicate stakeholders in the same group with the same stakes; even if they are different (for example, 3 branches of government). Never list shareholders. Shareholders, CEOs, Board of Directors–are all owners with the same stakes; do not list them separately.
Look in your book on page 75 for the groups. Add the media. Think about the stakeholder past, present and future. If they have different stakes, you can list them separately.
When you list stakes don’t tell what happened or what might happen, just list 2-3 words about what the stakeholder stands to gain or lose. For example, shareholders: May lost return on investment (ROI).
You must categorize them in two ways. Power, Urgent, Legitimate is found on page 77. Supportive, Marginal, Non-supportive, and Mixed-Blessing is found on page 89.
-Assignment topic I chose:
https://www.opb.org/news/article/portland-doubletree-hotel-racial-profiling-evicted-police/

hypothesis testing

Assignment 2: Discussion
You are a data analyst with John and Sons Company. The company has a large number of manufacturing plants in the United States and overseas. The company plans to open a new manufacturing plant. It has to decide whether to open this plant in the United States or overseas.
What is an appropriate null hypothesis to compare the quality of the product manufactured in the overseas plants and the U.S. plants? Why? How would you choose an appropriate level of significance for your statistical test? What are the possible outcomes and limitations of your statistical test?
By Saturday, March 16, 2013, post to the Discussion Area the requested information and analysis.

Individual Case Assignment – Part I and II ( 48 Hours – High Quality)

Need High Quality Papers – 2 Days. 0 Plagiarism.
2 Papers (Part I and II)
Part II uses Part I and Part II is 12 Pages, Part I can be 7-8 pages.
All required Information and Documents are uploaded. Nothing else apart from this is required. The Case Study is also attached as in the Document.
Please go through everything before sending the BID.

foreign investment risk factors in China

Assignment 1: Due Sunday, Sep 30Analyze the following article and provide a report that answers these questions:
Risk of China economic collapse overblown | Emerging Markets | AMEinfo.com. (n.d.). Middle East business & financial news | business directory & current events | AME Info. Retrieved July 22, 2010, from http://www.ameinfo.com/35739.html
Based on the findings in the report, analyze three factors MNCs can use to evaluate China’s risk as a potential foreign investment.
The Chinese Yuan is not convertible to American dollars. This restricts Chinese investors from exchanging their Yuan for dollars to invest abroad. The rate of exchange is currently 8.28 Yuan to 1 dollar. In this framework, answer the following questions:
What are currency exchange controls?
Why are these controls imposed?
What impact do these controls have on Yuan to dollar exchange rates?
Read the section in the article titled Balance of Payments. How can basic hedging techniques be applied to China?
write a report of findings of three pages as a Microsoft Word document, double-spaced, in Arial 12 pt font. Your report should be your own—original and free from plagiarism.
Assignment 2: Bank of China ( due Saturday, Sep 29)
Bank of China has opened trading in the Chinese currency on the international financial markets. Is this good or bad for China? Is this good or bad for the U.S.? What will be the effect on the U.S. dollar and European Euro as reserve currencies?
You can look for additional readings on Internet related to this topic.

finance

I have a finanace case study attached, I would like you to please read it and understand it clearly. After that I would like you to put it in presentation format, using 12-14 slides + an introducation slide. Dont not include too much information in the slides use general material and then please describe it in the notes for us to discuss. Thank you

Ford Company Strategic Management Case Analysis Part 2

Complete the following:
– Develop vision and mission statements for the organization.
-Recommend specific strategies and long-term objectives. Show how much your recommendations will cost. Clearly itemize these costs for each projected year. Compare your recommendations to actual strategies planned by the company.

International Capital Market

Assignment 1: Discussion Questions—International Capital Market
The financial system brings together people or organizations that have excess funds with those who need funds. The system includes the banking industry as well as the capital markets. The capital markets are commonly used to support the purchase of long-term assets through the issuance of bonds and stock. This system exists domestically and internationally.
Research international capital markets using your textbook, University online library resources, and the Internet. Respond to the following:
What is the international capital market? Why would an international business make use of an international capital market?
Describe the important features of the foreign exchange market. Why is this market critical for international businesses? What risks does this market impose on international business? What factors drive changes in exchange rates within this market?
Write your response in 400 words . Apply current APA standards for writing style to your work. All written assignments and responses should follow APA rules for attributing sources.
By Thursday, January 31, 2013
Assignment 2: Presentation—Government, FDI, and Foreign Exchange
One area of international business in which the government has an important regulatory role is foreign direct investment and foreign exchange. It is important for business professionals to understand the rationale and methods for restrictions in these areas.
Research government’s role in FDI and foreign exchange using your textbook, University online library resources, and the Internet. Based on your research, develop a presentation. Your role is of an educational specialist in international business and your audience is a group of middle managers.
Discuss the following in your presentation:
Motivations and methods by which governments can promote and restrict international trade
Foreign direct investment and its importance
Market for foreign exchange and the factors that drive pricing changes in the market
Value of the foreign exchange market to an international business
Risks of the foreign exchange market to an international business and methods to control the risks
Submit your work in a 12 slide PowerPoint presentation. Use the speaker notes area to write the information supporting the slides. Apply current APA standards for writing style to your work. All written assignments and responses should follow APA rules for attributing sources.
Use the following file naming convention: LastnameFirstInitial_M4_A2.ppt.
By Saturday, February 2, 2013, deliver your assignment

GLOW BUZZ business mind to write a 3 yr business stragety

Need a 3 year Strategin Plan , 12 point font, 10 page , double spaced, by tomorrow, 14 December, 7 pm est.
You will have to identify and explain the key issues related to the company’s strategic plan
Recognize stakeholders and their relationship to the strategy
Clearly state the chosen stragety
Examine and evaluate assumptions and preises used in developing the chosen strategy
Clearly explain the rational used in developing the strategy ,i.e. identify and evaluate the information used
I have attached documents that can be helpful. originally is important

Need help with this challenge 8

I need assistance with the attached challenge…I need it back by tonight at 10:30PM CST. Thanks!

Question and Problem Sets

I attached the reading material and questions along with 2 excel templates
a total of 8 questions
I will have to email you because some of the images did not copy to the attachment.
need this in 24 hours…..if you can do please let me know asap
Purpose of Assignment
Provide students with a basic understanding of financial management, goal of the firm, and the basic financial statements. Students should be able to calculate and analyze solvency, liquidity, profitability and market value ratios, and create proforma financial statements.
Assignment Steps
Resources: Tutorial help on Excel® and Word functions can be found on the Microsoft®Office website. There are also additional tutorials via the web that offer support for office products.
Complete the following Questions and Problems (Concepts and Critical Thinking Questions for Ch. 1 Only) from each chapter as indicated.
Show all work and analysis.
Prepare in Microsoft® Excel® or Word.
Ch. 1: Questions 3 & 11 (Concepts Review and Critical Thinking Questions section)
Ch. 2: Questions 4 & 9 (Questions and Problems section): Microsoft® Excel® template provided for Problem 4.
Ch. 3: Questions 4 & 7 (Question and Problems section)
Ch. 4: Questions 1 & 6 (Questions and Problems section): Microsoft® Excel® template provided for Problem 6.
Format your assignment consistent with APA guidelines if submitting in Microsoft® Word.
Click the Assignment Files tab to submit your assignment.
Materials
Question and Problem Sets Grading Guide
Ch. 2 Problem 4 Microsoft® Excel® Template
Ch. 4 Problem 6 Microsoft® Excel® Template
Fundamentals of Corporate Finance, Ch. 1: Introduction to Corporate Finance
Fundamentals of Corporate Finance, Ch. 2: Financial Statements, Taxes, and Cash Flow
Fundamentals of Corporate Finance, Ch. 3: Working with Financial Statements
Fundamentals of Corporate Finance, Ch. 4: Long-Term Financial Planning and Growth

Finance question – Calculate WACC and YTM

I need help completing an excel. I have about 80 percent of the spreadsheet written. The questions are highlighted in orange, and the inputs are highlighted in yellow.
I even have the solutions, I just can’t complete the spreadsheet. 90% of the work has been completed for this question.
This will probably only take 5 minutes to complete.
Thank you

WK5 – #4 Case Study – New Belgium Brewing

WK5 – #4 Case Study – New Belgium Brewing
Answer the following questions related to Case 5 in Business Ethics in a 2-page essay:
• Is there a possible conflict between an industry that sells a product that can have negative consequences from the use of its product and the industry’s ability to engage in socially responsible activities?
• What perks do you see in the New Belgium Brewery that could be an added plus to your work environment? Identify at least two of those perks.
• What are the dangers any company might face if its sole focus is the bottom line? Identify at least five of those dangers.
Read the following sections of Business Ethics:
• Ch. 7, “Organizational Factors: The Role of Ethical Culture and Relationships”
• Ch. 8, “Developing and Effective Ethics Program”
• Case 5, “New Belgium Brewing: Ethical and Environmental Responsibility,” on pp. 437–446
Read the following sections of Conscious Capitalism:
• Ch. 15, ”Conscious Cultures”
• Ch. 16, ”Conscious Management”
• Ch. 18, ”The Power and Beauty of Conscious Capitalism”
• “The Conscious Capitalism Credo” on p. 273
Required Course Materials
Title: Business Ethics: Ethical Decision Making and Cases
Edition: 11th
Authors: Ferrell, O. C., Fraedrich, J., & Ferrell, L.
ISBN-13: 9781305500846
Title: Conscious Capitalism: Liberating the Heroic Spirit of Business
Authors: MacKay, J., & Sisodia, R.
ISBN-13: 9781422144206

Government Role and Trading Blocks

Assignment 1: Discussion—Government Role and Trading Blocks
Please answer all questions
While there are powerful economic arguments for international trade, countries do impose restrictions on international trade. At the same time, regional agreements form one method to reduce or eliminate such restrictions among countries signing the agreement.
Research government role in trade and trade agreements using your textbook, University online library resources, and the Internet. Respond to the following:
Should governments promote or restrict international trade? Describe at least three ways in which countries can restrict trade. Irrespective of your answer, which position—promoting or restricting international trade—is most likely to find support as a national strategy? Why do governments commonly initiate policies that support both positions?
Research one regional trading bloc of which the United States is a member. Describe when the bloc was constituted, which countries are currently members, and which products are included in agreements. What is the economic justification for this trade bloc? Do you agree with the U.S. involvement in this trading bloc? What does the U.S. gain or lose?
Write your response in 400 words or less. Apply current APA standards for writing style to your work. All written assignments and responses should follow APA rules for attributing sources.
By Thursday, January 24, 2013, submit your assignment
Assignment 2: Case Analysis—Google in China
Governments play an important role in business decisions and business operations. The case study in this assignment provides a fascinating view of the business environment in China.
Read the following case study:
Baron, D. P. (2006, November 15). Google in China. Harvard Business School. HBS Number: P54.
Analyze the case. In your case analysis, address the following questions:
What is the basic situation described in the case? Summarize the Google experience.
What other companies are described in the case as having had to deal with Chinese censorship. What is your opinion of their actions?
What seems to be the policy of Chinese censorship?
What are some U.S. congressional initiatives related to Chinese censorship? Do you support those initiatives?
Did Google make the right choice? What were the different opinions expressed in the case regarding the Google choice? Form an argument.
Submit your work in a 3-page Word document. Apply current APA standards for writing style to your work. All written assignments and responses should follow APA rules for attributing sources.

FIN 435 Case study

This case written assignment is on Arcadian Microarray Technologies, In. (Case 44).
Report Requirements:
· Cover sheet with case name, date, team number and team members;
· One or two page written report analyzing questions given; and
· Exhibit with any financials, ratios, charts/graphs that you address in your report.
Your analysis should cover the following concerns:
1.
3. 1.. Regarding the cash flow forecasts in case Exhibit 5, at what point in the future would you set the forecast horizon for the three investments? Why? More generally, what should determine when you stop forecasting annual cash flows and estimate a terminal value?
4. 2. Estimate other terminal values based on alternate estimation approaches. From these various estimates, please triangulate toward a single composite estimate of terminal value for each of Sierra Capital and Arcadian’s forecasts.
What is the resulting present value (PV) of cash flows under Sierra Capital and Arcadian’s outlook?
How significant was TV in creating the difference between the two present value estimates?
5. 3. As a general matter in valuation work, how much attention should terminal value garner? What short list of questions about TV could you keep on hand in case a client asked you to opine on a valuation of that company?

web development test

Web Development Test This page has a initial time limit of 0:30:00 Would you like to disable all future page timer notifications? Test True or False: HTML and CSS are front end technology. * This question is required. ⚪True ⚪False What is the difference between HTML and CSS? * This question is required. ⚪CSS is a markup language unlike HTML ⚪HTML is a backend technology and CSS is a front end technology ⚪HTML focuses on a web page’s structure and CSS focuses on its presentation ⚪As of HTML5 there is no difference In a proper webpage, which tag holds all of a webpages visible HTML? * This question is required. ⚪html ⚪head ⚪body ⚪link ⚪script ⚪doctype Alphabet for your reference: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z If the code for CAT is ECV what is the code for DOG? * This question is required. ⚪FQI ⚪BIT ⚪FDW ⚪GRJ The sum of two consecutive numbers is 37. What are they? * This question is required. ⚪18, 19 ⚪7, 30 ⚪20, 17 ⚪36, 1 It’s 3 PM. How many degrees are in the angle between the hour and minute hand? * This question is required. ⚪90 ⚪60 ⚪15 ⚪25 ⚪180 What does the following code alert? var person = { name: “Mike”, age: 25, favoriteFood: “pizza” }; alert(“My best friend’s name is” + person.name + “,he’s ” + person.age + ” years old and his favorite food is ” + person.favoriteFood); * This question is required. ⚪My best friend’s name isMike,he’s 25 years old and his favorite food is pizza ⚪My best friend’s name is Mike, he’s 25 years old and his favorite food is pizza. ⚪My best friend’s name isMike ,he’s 25 years old and his favorite food is pizza. ⚪My friend’s best name isMike,he’s 25 years old and his favorite food is pizza. What language(s) MUST be used to display a bare-minimum web page? ⚪HTML, SQL, Node.js ⚪HTML ⚪JavaScript & PHP ⚪SQL What is the best image format for our website if we needed our image to have a transparent background? ⚪JPEG ⚪JPG ⚪GIF ⚪PNG ⚪PSD ⚪TIFF ⚪None of these Which one of these is the most different? ⚪JavaScript ⚪PHP ⚪Ruby ⚪Python ⚪MySQL Which of these statements is true? ⚪Agile is a programming language ⚪SQL is a database language ⚪HTML stands for “Hypertext Markup Link” ⚪Java is short for JavaScript It’s 2 PM. How many degrees are in the angle between the hour and minute hand? ⚪90 ⚪60 ⚪15 ⚪25 ⚪180 The following HTML and CSS is COMPLETELY CORRECT. This code makes up a web page. When the following code renders onto the screen, which paragraph appears bolded? ⚪The Wonder Years is an American television comedy-drama created by Neal Marlens and Carol Black. ⚪It ran on ABC from 1988 until 1993. ⚪The pilot aired on January 31, 1988, following ABC’s coverage of Super Bowl XXII. ⚪All of the above Which operation could we perform in order to find the number of milliseconds in a year? ⚪60 * 60 * 24 * 7 * 365 ⚪1000 * 60 * 60 * 24 * 365 ⚪24 * 60 * 100 * 7 * 52 ⚪1000 * 60 * 24 * 7 * 52 ⚪None of these You are facing North. Turn 90 degrees left. Turn 180 degrees right. Reverse direction. Turn 45 degrees left. Reverse direction. In which direction are you now facing? ⚪North ⚪West ⚪South West ⚪South East ⚪North West ⚪North East Albert thought of a number, added 5, multiplied the result by 2, took away 6 and then divided by 2 to give an answer of 8. ⚪5 ⚪6 ⚪3 ⚪4 If you’re driving one and a half miles per minute, slow down by 15 miles per hour, and then reduce your speed by one third, how fast are you going now? ⚪90 miles per hour ⚪60 miles per hour ⚪50 miles per hour ⚪75 miles per hour ⚪45 miles per hour What is the value of ????? ???? + ???? = 10; ???? + ???? = 6; ???? + ???? = 5; ⚪6 ⚪9 ⚪7 ⚪8 ⚪1 Which CSS attribute would change an element’s font color to blue? ⚪font-color: blue; ⚪background: blue; ⚪color: blue; ⚪background-color: blue; ⚪font: blue; What is the largest number that can be produced by multiplying any three individual numbers from the following list. [-2, 1, 3, -8, 5, 9, -9, 4, 7, -7, 8] ⚪648 ⚪504 ⚪732 ⚪888

International Business Decision Making

Assignment 1: Discussion Questions—International Business Decision Making
The various factors impacting international business may be brought together into a process for evaluating international business opportunities. Choosing the right mode of entry is the next step.
Research evaluation of business opportunities and modes of entry using your textbook, University online library resources, and the Internet. Respond to the following:
Explain how a business can assess international business opportunities giving examples. Do you think the size of the company matters in assessing an international business opportunity? Give reasons for your answer.
In your opinion, what would be the single most effective way for a potential international business to gain entry into an international market? What are the apparent risks of the mode of entry you recommend? For at least one other mode of entry, explain why it would be less effective compared to the one you chose.
Write your response in 400 words or less. Apply current APA standards for writing style to your work. All written assignments and responses should follow APA rules for attributing sources.
By Wednesday, February 13, 2013
Assignment 2: Presentation—Starting an International Business
Business decisions are not made on a hunch or some vague idea of a good place to do business. Professionals assess business opportunities and modes of entry to choose the best alternative.
Research the topic using your textbook, University online library resources, and the Internet. Based on your research, develop a presentation. Your role is of an educational specialist in international business and your audience is a group of middle managers.
Discuss the following in your presentation:
Steps to analyzing international business opportunities with specifics of what is involved in each step
Alternative methods for gaining entry into an international business opportunity or market
Submit your work in a 10-slide PowerPoint presentation. Use the speaker notes area to write the information supporting the slides. Apply current APA standards for writing style to your work. All written assignments and responses should follow APA rules for attributing sources.
By Saturday, Feb 16,2013

Individual Assignment on International Finance

There are TWO parts (A & B) in this assignment. Each part consists of a case study with a number of questions (total 10 questions).
*Calculation, Graph, Diagram & Working are to be shown clearly.
Due by: 1st July 2016
Note:
Questions in Part B, might resemble the attached “Tutorial 3”.

During your weekly meeting

During your weekly meeting, your supervisor discusses some recent operational decisions as well as the strategic and tactical rationales behind them. She is puzzled about the weak reception by front-line employees that she believes has resulted in outcomes that are far less impactful than predicted. Because of the updates you provide about all that you are learning in this course, she asks you to provide a profile of decision-making processes in your organization. Scenario Questions

The following questions provide you with a framework to structure your response to the scenario. No doubt there are many variables that will influence this decision, but your task is to primarily focus on using the cultural context of your organization and the external environment in which it operates to frame a brief response to the following question as part of your initial response post. Also, make sure to read what is expected in the ‘reply’ post so that you are aware that your peers will be using the information you provide to post a response.

Initial Post: Strategic, tactical, and operational decisions are addressed on page 3.3 of your webtext. From the point of view of an employee, offer the following response to your supervisor’s request.

INSTRUCTIONS AND REQUIREMENTS:

Product = Charcoal Flavor Ice Cream

1. Design your product and give it a name/logo, provide a description of its functions and visual/picture of it (this can be your own drawing or an image from the internet with your product brand/logo assigned to the image). Critically explain why you selected your product (i.e. will there be a demand for it? How is it similar or different to existing products in the market? will it solve any social, environmental or financial issues? etc.)

2. Identify and estimate your upstream activities (R&D and design) and costs for your product. As you will be undertaking the R&D and product design activities, assign yourself an hourly R&D wage rate based on market research (i.e. search the internet) and provide detailed explanations and records (log with dates and timing of your activities) about your upstream processes/steps/activities for your chosen product.

3. Undertake market research (i.e. search the internet) to estimate and determine the cost of your product’s direct materials, direct labour and manufacturing overheads (fixed and variable). Clearly list and determine the quantity and types of direct materials, direct labour and manufacturing overheads that will be required to produce one unit of your product and calculate your products per unit cost. Explain the approach/method and activity level you used to calculate the overhead cost per unit and clearly differentiate/list fixed and variable manufacturing overheads.

4. During the month, the cost of your beginning inventory was $60,000 and ending inventory equalled $60,000, and you purchased materials to produce 60,000 units of your product. Calculate the cost of direct materials purchased and used in production for the month.

5. During the month, the cost of your beginning work in process was $150,000 and ending was $150,000. Calculate the cost of goods manufactured using a cost of goods manufactured statement/schedule for 60,000 units of your product produced for the month.

6. During the month, the cost of your beginning finished goods was $200,000 and ending finished goods equalled $200,000. Create a cost of goods sold statement for the month to calculate the cost of goods sold for 60,000 units sold for the month.

7. Determine the price of your product per unit and critically explain how you determined the price (i.e. explain and justify the pricing method, cost base and mark-up you selected and used, and how your products’ price compares to competitors prices if there are any).

8. Undertake market research to identify and estimate your downstream activities and costs for your product for the month (i.e. marketing, packaging, handling, distribution and so forth) and explain in detail how you will market and distribute your product to consumers.

9. Preparation of income statement using the absorption costing method for the month for the 60,000 units sold. Company tax rate is 30%. Make sure to include all relevant expenses for the month.

A typical central bank

a)      A typical central bank has several interest rates or monetary policy tools it can set to influence markets. Define three (3) such rates.

b)      State three (3) functions of a Central Bank.

c)      Malcolm Company’s bonds have 5 years remaining to maturity. Interest is paid quarterly; the bonds have a $1,000 par value; and the coupon interest rate is12%.  Would you pay $950 for one of these bonds if you thought that the appropriate rate of interest was 14% – that is, if kd = 14%? Why? 

d)      A Company last paid a dividend of $0.90. It is expected that dividend will grow at 25% per annum for the foreseeable future and the investors are requiring 30 % per annum for stocks in this risk class. What is a fair price for the stock?  

e)      Define Stagflation and also state what is the CPI used for?

USG Corporation

USG Corporation is a major manufacturer of mold-resistant building materials. The company’s flagship product is Sheetrockc Brand Humitekc Gypsum Panels, which can be installed on wall or ceiling interiors in order to minimize moisture and mold damage in building areas that are subject to incidental moisture. USG has just won a coveted contract with a major construction company in the growing Glendale, AZ, area. This company is expected to require 24,000 pounds of Sheetrockc Panels per day for the next year in order to satisfy its busy residential and commercial construction schedule. This contract is so lucrative that USG has agreed to operate a dedicated distribution center near Glendale that carries a safety stock of 100,000 pounds of inventory in order to fulfill the construction company’s orders quickly. The USG traffic manager wants to determine the mode of transportation to utilize for shipments from the USG production facility in Santa Fe Springs, CA (zip code 90670) to the new distribution center in Glendale, AZ (zip code 85301) in order to minimize the total annual logistics cost. The feasible modes of transportation for these shipments are railcar and truckload.

The lane between Santa Fe Springs and Glendale is served by the Burlington Northern Santa Fe (BNSF) Railroad. The average transit time for rail shipments on this lane is 9.5 days. According to BNSF’s website, the cost of a carload of gypsum wallboard weighing less than 167,000 pounds is $2,964.53. The rate for shipments greater than 167,000 pounds is $3,353.53.

The rates you obtained above are ramp-to-ramp rates; thus, they only cover transportation from BNSF’s terminal near Santa Fe Springs to its terminal near Glendale. USG has contracted with a third-party logistics provider that coordinates the local delivery and transloading services from USG’s facility to the BNSF terminal as well as the final delivery in Glendale. The negotiated rate is a flat $100 per carload (regardless of its size) plus a variable cost of $0.002 per pound of freight in the carload.

1 . Using the following cost data and additional information about USG’s production and inventory policies, determine the optimal shipment quantities (in pounds) for small railcar shipments (≤ 167, 000 pounds), large railcar shipments (> 167, 000 pounds), and truckload shipments.

• The value of 1 pound of Sheetrockc Panels held at the plant in Santa Fe Springs is $0.77.

• The value of 1 pound of Sheetrockc Panels held at the warehouse in Glendale is $0.85.

• USG’s inventory holding costs are computed as 39% of the inventory’s value per year held. (Take a simple average of the two values to determine the value of 1 pound of panels while in transit.)

• Storage space at the plant in Santa Fe Springs costs $0.27 / (pound*year).

• Storage space at the warehouse in Glendale costs $0.33 / (pound*year).

• The average truckload transit time is 2 days.

• The USG plant in Santa Fe Springs produces 24,000 pounds of Sheetrockc Panels per day.

2. Compute the total annual logistics cost for all three methods of transportation using the optimal shipment quantities for each mode. Which mode results in the minimum annual cost?

questions can be solved in excel. step by step process needs to be provided on how to solve in excel. Distance from Glendale to Santa Fe Springs is 367 miles.

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picture in yellow reads:

To CA from AZ price= $1.25

To AZ from CA price = $1.85

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Daniel Morse is auditing cash payments

Daniel Morse is auditing cash payments for Maloneys, a large supermarket. Maloneys deals with several very large corporate suppliers who expect payment by electronic funds transfer within three business days of delivery. Other large suppliers will accept cheques or electronic funds transfer on terms of 14 days, and small suppliers receive cheques with payment terms of 30 days. Other regular large cash payments include wages (weekly by electronic funds transfer from a wages imprest account), utilities (electricity accounts are paid monthly by cheque), cleaning (paid monthly by cheque) and rent (paid monthly by electronic funds transfer). In addition, there are irregular payments for items such as maintenance, fixtures purchase and lease, and vehicle running costs. All cash payments are processed in the central office after the required set of documents has been assembled and checked by two junior accounts staff. Payments are authorised by a senior accountant and electronic funds transfer authorities and cheques are countersigned by the chief accountant (except if he is on leave when another member of the accounts staff performs this task). Journals and ledgers are maintained by staff not involved in cash payment processing. Daniel needs to test controls over cash payments and has planned to make extensive use of sampling. Required: (a) What population(s) would be relevant to Daniel’s control testing? (b) Explain the potential implications of sampling risk for the audit of cash payments. (c) What possible non-sampling risks exist in this case?

Google Collab

***I am not being shown or told what needs to be revised in course hero, so I do not know what to change in my questions?***

This question is answered in Google Collab but the coding can be written out without it! I completed four other questions similar but am stuck on this one. Thank you so much for the help! I have examples of problems I have already completed if you need me to post them for reference

NOW THIS IS THE PROBLEM I NEED HELP WITH. PROBLEM 5.

Problem 5:

I am given a list of values. The values represent money and I need to present the data as monetary values. the list of numbers as input data is given and I need to convert the numbers to monetary values and print them out to the screen where it says #enter your code below. Can you help me with the coding sequence and explain how you got the answer sequence?

The list of numbers is displayed below in the inputData brackets.

inputData = [35009.667, 70998, 7e6, 1.250050e4, 170000, 987435.54467]

def monetaryValues(data):

    #ENTER YOUR CODE BELOW

SAM Project 1aCassandra’s

Illustrated Excel 2016 | Module 3: SAM Project 1aCassandra’s GradesFORMATTING A WORKSHEETGETTING STARTEDOpen the file IL_EX16_3a_FirstLastName_1.xlsx, available for download fromthe SAM website.Save the file as IL_EX16_3a_FirstLastName_2.xlsx by changing the “1” to a “2”.oIf you do not see the .xlsx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.With the file IL_EX16_3a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet.oIf cell B6 does not display your name, delete the file and download a new copy from the SAM website.PROJECT STEPS1.Cassandra will finish her Spring classes in the coming weeks. She is using an Excel workbook to analyze her grades to help her focus on the classes that needmore improvement. Cassandra has asked you to format her workbook to make the analysis clearer and easier to understand.Switch to the Grades worksheet. Use AutoFit to resize column A to fit its contents.2.Set the width of column E to approximately 14.00, so that the word “Composition”is completely visible in cell E4.3.Apply the Accent5 cell style to the range A1:E1, then increase the font size in that range to 15 pt.4.Merge and center the range A3:E3, then bold the cell contents. 5.Center the text in the range B4:E4 and change the font color of the range to White, Background 1 (1st column, 1st row of the Theme Colors palette).6.Use the Format Painter to apply the format from the range A7:E7 to the range A9:E9.7.Italicize the contents of cell A11and change its font to Times New Roman.8.In the range A11:E11, apply Thick Outside Borders to the cells, then change the fill color to Yellow (4th column, 1st rowof the Standard Colors palette).9.Cassandra wants to know at a glance which courses she is passing. In the range B11:E11, use Conditional Formatting Highlight Cells Rules to format cells whose contents are greater than 70 with Green Fill with Dark Green Text.

Show all work

Show all work. Label and clearly explain your answer. This is very important. 

 1) see attached photo

a) Draw a diagram showing the cash flows for each of the bonds.

b) Calculate the price of the Vermeero bond.

c) Calculate the yield to maturity for the Renwaro bond.

d) Suppose you purchase the Renwaro bond today. You plan to sell this bond one year from now, and you forecast that the yield to maturity of the Renwaro (at the sale date) will be5% annual rate, compounded semiannually. If your forecast is correct, what will the holding period yield for this investment be?

E4A37A4F-E25C-463D-9D80-5288110691EC.jpeg

2) See attached photo

The PLAY Index is a price-weighted stock index based on the 5 largest toy and game manufacturers in the nation. The following chart shows the prices and shares outstanding for each of the five companies at year-end for 2016and 2017. The initial divisor for the index is 100.

a) Calculate the rate of return on the PLAY index over 2017.

b) At the end of 2017, Linkna Logs was dropped from the index, and was replaced by Loggle Corporation. Loggle’s share price was $166at the time. Calculate the new divisor for the index.

c) Suppose the PLAY index was a value-weighted index instead of a price-weighted index. If so, what would be the rate of return over 2017?

3) Morocco Manufacturing does not currently pay a cash dividend, but it does pay a stock dividend of 3% per year. A stock dividend does not directly pay cash to the shareholders. Instead, it is a payment in the form of additional shares of stock. For example, if you own 100 shares, a 3% stock dividend will mean that you will receive 3 new shares, giving you a total of 103 shares.

Morocco will not pay a cash dividend, and will maintain the 3% per year stock dividend for 10 years. Morocco will then discontinue the stock dividend and institute a cash dividend of $5 per share, starting in year 11. In subsequent years the cash dividend will increase at a constant growth rate of 6% per year.

The appropriate interest rate is 14% per year. Calculate the current intrinsic or fundamental value of a share of Morocco Manufacturing stock.

4)Lava Development Company has maintained stable earnings of $7 per share, and has also maintained a 100% payout policy. Recently, Lava has decided to start a new line of business to develop luxury housing with scenic views of active volcanoes. The new line will require Lava to change to a policy of retaining 30% of its earnings for the foreseeable future. You estimate that with the new line of business that dividends will grow by 2% per year in perpetuity (after next year). Lava’s current cost of capital is 12%.

a. Calculate the intrinsic value of Lava Development shares?

b. Calculate Lava’s net present value of growth opportunities?

READ THE CASE AND PROVIDE ANSWER TO THE QUESTION BELOW:

READ THE CASE AND PROVIDE ANSWER TO THE QUESTION BELOW:

Ethan Properties Philippines, Inc. was registered with the Philippine SEC in 2008 and is engaged in developing and

operating for sale, lease, or hold for investment real estate of all kinds, including buildings, houses, apartments, and other structures. From the its inception, the company has completed various developments including a number of high-rise building, a mid-rise development, residential subdivisions, commercial centers, BPO Offices, an Events Venue Center, and serviced residences. Currently, the company has three (3) on-going development of commercial buildings.

The Company markets its projects to residential market segments, office locators and commercial tenants through internal and external sales and marketing channels. For its leasing business, the Company employs a dedicated team who coordinates with business entities for leasing opportunities in the company’s various projects. The Company has a wide network of suppliers, both local and foreign. The Company has also a wide customer base and is not dependent on one or a limited number of customers. The Company complies with all government agencies in securing licenses to sell, development permits, Environmental Compliance Certificate (ECC) and all other mandated requirements of the industry. The Company had 391 and 400 employees at the close of the calendar year December 31, 2019 and 2018, respectively. The Company’s employees do not belong to any labor union or federation. At present, its employees receive compensation and benefits in accordance with the Labor Code of the Philippines.

The Philippine real estate development industry is highly competitive with respect to township developments in Metro Manila and high-rise condominiums. Ethan believes that it is a strong competitor in the mid- and high-end markets due to the quality of its products and materials used in construction and finishing. In addition, the Company believes that the prime locations of its developments allow it to effectively compete in the market. On the other hand, the Company has access, through its holdings and holdings of its affiliates, to one of the most extensive land banks in the Philippines, comprising properties strategically located in the prime areas of Metro Manila and its periphery.

Currently, majority of the Company’s commercial spaces are leased-out to entities in the BPO industry. Should the country experience a slowdown in performance and growth of this sector of the economy, the Company is exposed to the risk of lower occupancy, reduction in rental rates and late or non-payment of rentals. While forecast for the BPO industry remains bullish, the industry is sensitive to changes in government policies particularly with respect to the tax holidays it currently enjoys. Political uncertainty and peace and order problems may likewise affect the growth of this industry as experienced in the past. Despite this, the outlook for the BPO industry continues to be positive as the country remains to be one of top BPO destinations in the world.

The Company’s residential sales on the other hand is exposed to the cyclical nature of the real estate industry. As seen in the past, the real estate industry has the tendency to expand and contract depending on the movement of interest rate and the confidence in the Philippine economy.

The Company operates in a highly regulated environment and it is affected by the development and application of regulations in the Philippines. The development of condominium projects, subdivision and other residential projects is subject to a wide range of government regulations, which, while varying from one locality to another, typically include zoning considerations as well as the requirements to procure a variety of environmental and construction- related permits. The Company closely monitors all government regulatory requirements and institute measures to strictly comply with them.

The Company is exposed to credit risk from its leasing and residential sales. To manage the credit risk from residential sales, the Company has ceased to offer in-house financing to its buyers. Instead, buyers are encouraged to either pay in cash, avail of a deferred cash payment term or secure financing from banks to finance their property acquisition. Credit risk from leasing, on the other hand, is minimal given the profile of the Company’s tenants. The terms of the Company’s leases are likewise structured to mitigate credit risks.

Fluctuations in interest rates, changes in Government borrowing patterns and Government regulations could have a material adverse effect in the Company’s and its customers’ ability to obtain financing. Higher interest rates make it more expensive for the Company to borrow funds to finance its ongoing projects or to obtain financing for new projects. In addition, the Company’s access to capital and its cost of financing are also affected by restrictions, such as single borrower limits, imposed by Bangko Sentral of the Philippines (BSP) on bank lending. These could materially and adversely affect the Company’s business, financial condition, and results of operations. In order to reduce its earnings volatility and diversify its revenue streams, the Company has targeted to derive approximately 35-40% of its revenues from recurring sources within the next five years, primarily through rentals from its BPO properties and retail malls. The Company believes this will complement the Company’s overall growth strategy by providing recurring cash flows to support its developmental capital expenditure requirements and driving demand for its master-planned community residential offerings.

The company reported a net income of P479 million during the year. Real estate sales of P1.7 billion were 101.7% higher y-o-y and comprised 53.3% of revenues. Rental revenue for the year accounted for P1.5 billion or 46.7% of revenues, representing a 7.7% growth over the same period in prior year, as lease contracts were renewed at higher rates for the BPO offices as well as the additional retail space completed late last year. Operating expenses were P948 million during the year.

Background:

Your auditing firm, SDS & Co. CPAs recently accepted Ethan as an audit client and as an audit associate, you were asked to obtain some preliminary information about the real estate industry to provide a basis for understanding the client’s business environment. Background information about the real estate industry is provided below for your review:

State of the Philippine Real Estate

The country’s economic boom shows no signs of slowing down. Considered as one of the fastest-growing economies in the region, it exhibited an increase in gross domestic product (GDP) by 6.7% in 2017. This robust macroeconomic condition continues to pave the way for different sectors to further flourish, including that of the real estate.

The real estate industry’s steady growth in the past decades is attributed to the increase in demand for residential and commercial properties driven by various factors. These demand drivers, according to a report by Leechiu Property Consultants, include rising urban population growth; housing needs of BPO (business process outsourcing) employees, since a growing number of these workers need to live near their workplace; and remittances from overseas Filipino workers (OFWs), more than half of which are real estate-related.

Oxford Business Group (OBG) stated in a 2017 report, “Years of investment and strong economic development in the Philippines have fostered a robust real estate sector that now extends outside of the greater Metro Manila region and into secondary markets around the country. Economic development and a growing middle class continue to fuel demand for new, high-grade residential units, while commercial investment drives an ever-increasing amount of retail and office space.”

The bullish performance of the country’s real estate sector is projected to further thrive in the years to come. The OBG report continued, “Buoyed by a strong macroeconomic environment, cash-laden investors and a full pipeline of projects scheduled to be built over the next decade, the real estate sector will continue to exhibit strong growth in the coming years. A steady stream of new residential and mixed-use projects is under way at locations across the Metro Manila area, as well as other fast-growing secondary cities around the country.”

Real estate consulting services firm Colliers International also shared the same outlook in a December 2017 report, which stated that opportunities abound for the property sector this year.

“Colliers encourages developers to take advantage of opportunities that could arise from the implementation of government policies such as the Comprehensive Tax Reform Package; relaxation of foreign ownership restrictions on retail and construction; and amendments to the existing procurement law and business registration systems which should entice more developers to take part in the government’s ambitious infrastructure development program,” the firm said in the report.

Colliers sees that the improvement of road networks and expansion of airports in major urban areas in the country will further unlock land values, making it more feasible for residential projects.

Moreover, Colliers said that the demand for residential units in these locations would continuously grow, as OFWs will continue to set aside part of their remittances for housing requirements.

“Colliers expects developers to continue venturing into residential projects in second-tier and third-tier cities all over the country, where demand primarily comes from end-user buyers. The markets may be smaller compared to Manila but more stable in terms of end user housing demand,” the report continued.

On the other hand, the firm predicted that there will be less of office launches following the decline in BPO companies’ office space demand. However, there will be a greater demand for flexible office spaces over the near to medium term given that there are 1.3 million freelancers in the Philippines, and as mobility, connectivity, and flexibility is becoming the norm.

Opportunities are also seen in the popularity of e-commerce, which is expected to drive warehousing and logistics demand. According to Colliers, this particular demand will particularly propel the economy of Northern and Central Luzon especially because of Clark Airport’s planned expansion and the construction of the Subic-Clark cargo railway.

Northern and Central Luzon is also set to be an industrial hub as major developers are developing industrial parks, which is foreseen to increase industrial lease rates especially in areas such as Cavite, Laguna, and Batangas.

Not only industrial parks are going outside Metro Manila. Colliers said that townships are also projected to rise in areas such as Cavite, Laguna, Bulacan, Pampanga, Cebu, and Davao over the near to medium term as land values are being unlocked by an aggressive expansion of road networks anchored on the government’s initiative to generate economic opportunities outside Metro Manila.

The increasing tourist arrivals in the country also open more possibilities for the real estate sector. In terms of hotels, it is seen that three-star and four-star hotels in resort destinations will be more visible in the next two to three years with Cebu, Bacolod, Iloilo, Palawan, Davao, and Bohol as among the most attractive locations for these developments.

Cebu, in particular, experiences a continued surge of tourists resulting to an increase in occupancy rate as well. Seeing the rising attractiveness as a tourist spot and growing competitiveness as an investment destination, Colliers encourages industrial locators in Visayas to consider this province.

Moreover, to cater to the growing domestic market driven by millennial travelers, Colliers encourages investors to build more budget hotels.

Meanwhile, for the retail segment, Colliers said that malls will still be an important part of the Filipino lifestyle and will continue to attract consumer traffic, thus, are encouraged to provide more lifestyle amenities that generate a sense of destination.

——

  1. Brainstorm relevant industry, regulatory, and other external factors including the applicable philippine financial reporting framework and then, Identify at least one business risk factors on the following matters:

a.      The market and competition, including demand, capacity, and price competition.

b.     Cyclical or seasonal activity.

c.      Product technology relating to the entity’s products.

d.     Energy supply and cost.

e.      Regulatory factors.

2.     For each of the business risk factors identified in question 1 above, indicate how each risk factor might impact the risk of material misstatements in specific financial statement accounts or disclosures.Skip QuestionShow CommentReport Issue

As the financial advisor to All Star Manufacturing

As the financial advisor to All Star Manufacturing you are evaluating the following new investment in a manufacturing project: –

The project has a useful life of 8 years.

Land costs $10m and is estimated to have a resale value of $15m at the completion of the project.

Buildings cost $12m, with allowable depreciation of 6% pa reducing balance and a salvage value of $10m.

Equipment costs $5m, with allowable depreciation of 10% pa reducing balance and a salvage value of $1m. An investment allowance of 20% of the equipment cost is available.

Revenues are expected to be $15m in year one and rise at 5% pa.

Cash variable costs are estimated at 30% of revenue.

Cash fixed costs are estimated at $3m pa.

Managerial salaries of $800,000 will be allocated to the project, but these managerial positions will be unaffected by the acceptance of the project.

An amount of $200,000 has been spent on a feasibility study for the new project. 

The project is to be partially financed with a loan of $13.5m to be repaid annually with equal instalments at a rate of 5% pa over 8 years.

Except for initial outlays, assume cash flows occur at the end of each year.

The tax rate is 30% and is payable in the year in which profit is earned. 

The after-tax required return for the project is 11% pa.

Required

(a)  Calculate the NPV. Is the project acceptable? Why or why not?

(b)  Conduct a sensitivity analysis showing how sensitive the project is to revenues, fixed costs and to the required rate of return. Explain your results.

of the bonds.

Show all work. Label and clearly explain your answer. This is very important.

1) See Attached picture

a) Draw a diagram showing the cash flows for each of the bonds.

b) Calculate the price of the Vermeero bond.

c) Calculate the yield to maturity for the Renwaro bond.

d) Suppose you purchase the Renwaro bond today. You plan to sell this bond one year from now, and you forecast that the yield to maturity of the Renwaro (at the sale date) will be 5% annual rate, compounded semiannually. If your forecast is correct, what will the holding period yield for this investment be?

picture 1.png

2) The PLAY Index is a price weighted stock index based on the 5 largest toy and game manufacturers in the nation. See attached chart that shows the prices and shares outstanding for each of the five companies at year-end for 2016 and 2017. The initial divisor for the index is 100.

a) Calculate the rate of return on the PLAY index over 2017.

b) At the end of 2017, Linkna Logs was dropped from the index, and was replaced by Loggle Corporation. Loggle’s share price was $166at the time. Calculate the new divisor for the index.

c) Suppose the PLAY index was a value-weighted index instead of a priceweighted index. If so, what would be the rate of return over 2017?

picture 2.png

3) Morocco Manufacturing does not currently pay a cash dividend, but it does pay a stock dividend of 3% per year. A stock dividend does not directly pay cash to the shareholders. Instead it is a payment in the form of additional shares of stock. For example, if you own 100 shares, a 3% stock dividend will mean that you will receive 3 new shares, giving you a total of 103 shares. Morocco will not pay a cash dividend, and will maintain the 3% per year stock dividend for 10 years. Morocco will then discontinue the stock dividend and institute a cash dividend of $5 per share, starting in year 11. In subsequent years the cash dividend will increase at a constant growth rate of 6% per year. The appropriate interest rate is 14% per year. Calculate the current intrinsic or fundamental value of a share of Morocco Manufacturing stock.

4) Lava Development Company has maintained stable earnings of $7 per share, and has also maintained a 100% payout policy. Recently, Lava has decided to start a new line of business to develop luxury housing with scenic views of active volcanoes. The new line will require Lava to change to a policy of retaining 30% of its earnings for the foreseeable future. You estimate that with the new line of business that dividends will grow by 2% per year in perpetuity (after next year). Lava’s current cost of capital is 12%. a. Calculate the intrinsic value of Lava Development shares? b. Calculate Lava’s net present value of growth opportunities

Questions:

Dear Sir/Madam.

I am a beginner at accounting for business but I hope that tutor/s can help me with my questions.

I required help with the following questions and I hope that tutor/s will provide in depth explanation of my question’s answers.

I also required pictures with the answers so that I will be able to understand what is happening.

I have provided all of the information below with all of information that I have got but tutor/s can still comment regarding any part of the information that is unsure to you.

I appreciate a lot of all of the support that tutor/s provided.

So here are the questions.

Questions:

  1. Question 1. Make a cash budget for Unique Flowers for October to December under normal circumstances. (Use the template provided below.)
  2. Question 2. Make a second cash budget for Unique Flowers for October to December that considers a 4-weeks lockdown. (Use the template provided below.)
  3. Question 3. Compare the first budget and second budget and advise on the cash requirements based on your budgets and any other concerns you have about the business. Look at both of the budgets and compare them and written two hundreds and twenty words of the comparison based on the Question 1 and 2.
  4. Question 4. Based on issues identified in this case, provide advice on managing working capital (cash, inventory, account payable). Make specific references to the budget to support the recommendations. (Based on the issues that were found in the case, provide advice on it, Connect the explanation to the budgets to support the recommendations.) Written eight hundreds words of the recommendations. Put at least 5 reference for the recommendations.
  5. Question 5: Use the provided template for Question 1 and Question 2

Template: https://gofile.io/d/98IL7Q

Business Information:

Sutea is the owner of Unique Flowers, located at Sunny Bay Queensland (QLD), Australia. Unique Flowers is a family business that she has operated successfully as a sole trader (Business has ABN and registered for GST) since the 1990’s. 

Unique Flowers is a successful business and is well known in the local area, due to its high-quality floral arrangements, prompt delivery and friendly service. Sutea is the florist, and she employs four people to work with her in the business. Harry, the delivery driver, is employed full-time; Mel, the bookkeeper, is employed part-time; Oscar the shop assistant is employed full-time; and Josh, the cleaner is employed as a casual. All employees have worked with Sutea since the business opened its doors, except Josh who joined the team on the 1st of January 2021.

After the outbreak of COVID-19 in 2020, which had a large impact on the business, Unique Flowers is looking to rebound in 2021. Sutea learnt during 2020 that a focus on her financial position was the best way to navigate the uncertainty.

Due to forced closures of her business in 2020 (March- June), Sutea went through a period of problems with her cash flow. She did not have enough money to meet her financial obligations, including paying the employees, the rent, and the other business outgoings. Going forward, she is looking to put those problems behind her but will be cautious in her financial planning. 

Sutea is planning to change the way she operates her business with the addition of online ordering and no-contact deliveries. 

Sutea has asked Mel for some financial information and was presented with the following:

The cash balance at the end of September is $12,000 (This is the opening cash balance for October)

The projected sales revenue (all sales are cash) for October to December is as follows:

Project Revenue.PNG
Project Revenue Picture 2.PNG
Project Revenue Picture 3.PNG

The emergence of the Delta variant worldwide has put significant risk to people and businesses. The Delta variant is more transmissible than the original strain of the virus and is more likely to cause severe illness. “The first sign of trouble for the world came in late March when there was a sudden uptick in new Covid-19 cases in India. Over little more than a month, infections rose from about 20,000 daily cases to more than 400,000 a day”. (University of Western Australia 1 July 2021, News Article).

Australia is lagging behind world vaccination rates. Australian states (Victoria, South Australia and New South Wales (NSW)) went in lockdown in June and July 2021 due to the spread of the Delta variant. Sutea is concerned that short or medium-term lockdowns will occur in Queensland and affect her business. Sutea is very cautious in managing cash (Budgeting) and concerned about the survival of her business.

  • The cash balance at the end of September is $12,000 (This is the opening cash balance for October)
  • If Queensland locks down for four weeks in October, Sutea estimates that projected revenue would reduce by 50% in October, 40% in November and 10% in December.

Additional information:

If Queensland locks down for four weeks Sutea expects the business to be eligible for the following grants and support (based on the grants and support that were offered in NSW):

  1. Queensland Small Business COVID-19 Adaption Grant $10,000 in November
  2. Job Saver payment from the government for October and November only ( The Job saver payment must be calculated as per the assumption given under Job Saver Policy.
  3. The landlord will offer 50% rent reduction/relief in October and November
  4. The bank will waive bank fees for October and November

Job Saver:

Fortnightly payments to help maintain employee headcount (as at 13 July) and provide cashflow support to businesses

How much:

  • Employing businesses: 40% of their weekly Salary/Wages, with payments between $1,500 and $100,000 per week

Eligibility:

  • A revenue decline of 30% or more
  • Annual Turnover (Sales Revenue) between $75,000 and $250 million

Information Extracted from NSW government Webpage ( https://www.nsw.gov.au/covid-19/2021-covid-19-support-package/businesses-sole-traders-and-small-not-for-profits#covid-19-business-grants)

QLD Small Business COVID-19 Adaption Grant 

Eligibility criteria:

To be eligible, the business must:

  • have been subject to closure or otherwise highly impacted by current shutdown restrictions announced by Queensland’s Chief Health Officer on 23 March 2020
  • have experienced a minimum 30% decline since 23 March 2020, over a minimum 1-month period due to the onset and management of COVID-19
  • employ staff and have fewer than 20 employees at the time of applying for the grant (employees must be on your payroll and does not include the business owner(s))
  • have a valid Australian Business Number (ABN) active as at 23 March 2020
  • be registered for GST
  • have a Queensland headquarters
  • have an annual turnover over $75,000 for the 2018-19 or 2019-20 financial year, or you can provide financial records that show this will be met for recently started small businesses
  • have a payroll of less than $1.3 million
  • not be insolvent or have owners or directors that are an undischarged bankrupt.

Only 1 application per round will be accepted from an individual ABN or a financial beneficiary of a business.

Small Business COVID-19 Adaption Grant Program extracted from Queensland government webpage https://www.business.qld.gov.au/starting-business/advice-support/grants/adaption.

School And Politics

School And Politics

Describe the politics of your community as the dynamics relate to your school. What would you do to positively influence those issues? How? Why?

This assignment is due Sept 22, 2021. please follow the documents thats uploaded below.

There are many benefits to having additional support in the classroom. In addition to providing access to the general education curriculum and setting, co-teaching models within an inclusive classroom can offer specialized instruction for individuals with disabilities and allow these students more collaborative time with their peers. General and special education teachers can also expand their own knowledge and teaching capacity when applying co-teaching instruction and strategies in an inclusive setting. 

In this assignment, you will examine the six co-teaching models, and how these collaborative models can provide a better learning environment for all students, especially students with disabilities.

Part 1: Co-Teaching Models

Complete the “Co-Teaching Models and Paraeducator Action Plan Template” that addresses the following:

  • Co-Teaching Models: Define the six co-teaching models with a visual representation for each model (an appropriate link to the visual is acceptable).
  • Advantages and Disadvantages: Discuss the advantages and disadvantages of each model.
  • Instructional Strategies: Describe research-based instructional strategies unique to each model. Discuss how each supports individuals with disabilities.
  • Positive Effects: Address the positive effects of each co-teaching model on teachers and students.
  • Responsibility and Accountability: Explain how the shared responsibilities and accountabilities are executed when the co-teaching is between a general and special educator, and when the co-teaching includes collaborating with a paraeducator.

Support your findings with a minimum of two scholarly resources. 

Part 2: Paraeducator Action Plan

There are many benefits to having a paraeducator, not only in your classroom, but on campus as well. They can provide services to teachers, students, parents, and the community. Through training, collaboration, and mentoring, a paraeducator can assist in providing quality education alongside special and general educators. In addition, paraeducators can help with classroom instruction, provide additional support for exceptional students, and collaborate with other school personnel to help meet individual student needs.

This part of the assignment will allow you to practice your ability to foster collaboration between the classroom teacher and an assisting paraeducator to create a safe, inclusive, positive learning environment that engages and promotes the well-being of individuals with exceptionalities.

Read the classroom scenario below, and complete Part 2 of the “Co-Teaching Models and Paraeducator Action Plan” template.

Scenario:

Ms. Jeter is a general education teacher in an inclusive seventh-grade classroom that will have 30 students including four students with learning disabilities (LD) and two students with emotional disabilities (ED). She was just informed that a paraeducator would assist her in the classroom for the new school year. She has spoken to the paraeducator and it appears that the two will work very well together in terms of compatible personalities and philosophies regarding students with disabilities. However, Ms. Jeter has never worked with a paraeducator before. Further, the paraeducator has never had this job before, but has worked as a Sunday school teacher and loves children.

Based on the scenario, use the “Co-Teaching Models and Paraeducator Action Plan” to create a 500-750 word action plan for a successful co-teaching environment.

The action plan should address the following:

  1. Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship.
  2. Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom.
  3. Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.
  4. Roles and Responsibilities: Identify roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality.
  5. Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Benchmark Intake Part Two: Mental Status Exam (MSE) Assignment Instructions

Benchmark Intake Part Two: Mental Status Exam (MSE) Assignment Instructions

Important

For assessment purposes, it is important that you submit both parts of the intake assignment in one document in both Canvas. Simply add this part of the assignment (Intake Part Two: Mental Status Exam (MSE) Assignment) to the first part (Intake Part One: Initial Interview Assignment) and submit them as one Microsoft word document. Your assignment will not be considered complete until you upload both parts together.

Overview

One task in the initial interview is a gathering of information about the client’s mental status. You already have gathered background information in the Intake Part One: Initial Interview Assignment. In this Intake Part Two: Mental Status Exam (MSE) Assignment, you will write up the Mental Status Exam (MSE) portion of that Benchmark Initial Interview Assignment. In the Initial Interview Assignment report, you primarily focused on what the client revealed to you. For the Mental Status Exam (MSE) Assignment, most of what you report on will be based on your observations from that initial interview (appearance, behaviors, mood, affect, thought processes, etc.), from specific questions you would ask in the initial interview. These observations provide information about the client that is not readily discernable from the initial interview data.

Instructions

  • Length of Mental Status Exam (MSE) Assignment: 600-900 words (not including the title page)
  • Format of Mental Status Exam (MSE) Assignment: APA for font (Times New Roman, 12 pt.), title page, margins, and section headings
  • Number of citations: none
  • Acceptable sources: none

For this Mental Status Exam (MSE) Assignment, you will continue to the fictional character that you interviewed for the initial interview. Remember, the client that you selected is a relatively well-adjusted individual who has already passed the initial interview process with the referring agency. Therefore, your Mental Status Exam (MSE) Assignment will mainly indicate functioning that is considered within the normal limits (WNL) of adaptive functioning.

Important points regarding the Initial Interview:

  1. Because the psychological evaluation was not performed for clinical, forensic, or legal reasons, your character did not have a life-threatening medical condition, a chronic or debilitating psychological disorder, or an extensive criminal history.
  2. Report all applicable MSE information.

Format of the Mental Status Exam:

  1. Gather the MSE information using the categories from pages 345-346 of the Sheperis et al. (2020) text and the “How to Conduct a Mental Status Exam” handout. Report the information using the Mental Status Exam Rubric as a guideline. Remember, you will use this information for another project. As you can see, there are various ways to organize and present MSE information (e.g., the text, the handout, and the sample is up to you). However, for the purposes of this Benchmark Mental Status Exam (MSE) Assignment, make sure that you have all of the information required on the grading rubric.
  2. Please make sure to note if the functioning is adaptive. For example, if no delusional thoughts are present, state it. If you do not specifically note this, the reader does not know if the client did not have delusions or if the counselor simply forgot to ask.
  3. Written in the third person (e.g., “Mr. Jones is a 42 years old…,” or “His greatest strengths are…”).
  4. Be sure that the information is consistent with the Initial Interview. Remember that your client is a well-adjusted individual that does not present with severe pathology.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Be sure to review the Benchmark Mental Status Exam (MSE) Grading Rubric before beginning the Benchmark Mental Status Exam (MSE) Assignment.

Categories ofMental Status Exam from the Text

Appearance: How was the client dressed and groomed (e.g., neat, disheveled, unkempt)?

Behavior/Psychomotor Activity: Did the client exhibit slow movement, restlessness, or agitation? Did the client have any unusual behaviors such as tics, mannerisms, gestures?

Attitude toward Examiner: Was the client’s attitude toward the examiner cooperative, friendly, attentive, defensive, hostile, evasive, guarded, and so forth?

Affect and Mood: Did the client have sad, angry, depressed, or anxious mood? Was the client emotionally responsive (affect)? Was affect congruent with mood?

Speech: How was the quantity, rate of production, and quality of the client’s speech (e.g., minimal – mostly yes and no answers; talkative; rapid/pressured speech)?

Perceptual Disturbances: Did the client experience hallucinations or illusions? If so, what sensory system did they involve (e.g., auditory, visual, olfactory, tactile)?

Thought: Did the client have any disturbances in thought process, which involves the rate of thoughts and how they flow and are connected (e.g., racing thoughts, flight of ideas, tangential). Were there any disturbances in thought content, such as delusions, obsessions, preoccupations, or suicidal or homicidal thoughts?

Orientation: Was the client aware of (a) the date and time, (b) where he or she was, and

(c) who the people around him or her were (i.e., oriented to time, place, and person)?

Memory: How was the client’s recent memory (e.g., what did he or she have for breakfast?) and remote memory (e.g., memories from childhood)?

Concentration and Attention: Was the client’s concentration or attention impaired? Was the client distractible?

Information and Intelligence: Can the client accomplish mental tasks that would be expected of a person of his or her educational level and background?

Judgment and Insight: Does the client have the capacity for social judgment? Does the client have insight into the nature of his or her illness?

Reliability: How accurately was the client able to report his or her situation?

Categories ofMental Status Exam from the Handout

Appearance: Presenting Appearance (including sex, chronological and apparent age, ethnicity, build, physical deformities; Basic Grooming and Hygiene (plus appropriateness of attire, accessories like glasses or a cane; Gait and Motor Coordination (plus posture, work speed, any noteworthy mannerisms or gestures).

Manner and ApproachInterpersonal Characteristics and Approach to Evaluation (resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness); Behavioral Approach (distant, indifferent, anxious, alert, etc.) Speech (normal rate and volume, pressured, slow, etc.); Eye Contact (makes, avoids, etc.); Expressive Language (circumstantial and tangential responses, mumbling, etc.); Receptive Language (normal, difficulty understanding questions); Recall and Memory (can explain recent and past events in their personal history, recalls three words, etc.).

Orientation, Alertness, and Thought Processes: Orientation (person, place, time); Alertness (sleepy, alert); Coherence (coherent and easy to understand, overly detailed and difficult to follow); Concentration and Attention (naming the days of the week in reverse order, ABC’s backwards); Thought Processes (loose associations, flight of ideas, delusions); Hallucinations and Delusions; Judgment and Insight; Intellectual Ability; Abstraction Skills

Mood and Affect: Mood (feels most days: happy, sad, anxious, angry); Affect (felt at any given moment); Rapport (easy to establish, easily upset); Facial and Emotional Expressions (relaxed, tense, smiled, laughed); Suicidal and Homicidal Ideation; Risk for Violence; Impulsivity

Benchmark Intake Report Part Two: Mental Status Exam (MSE) Assignment Template

Assignment

http://www.psychpage.com/learning/library/advpract/interview.html

http://www.psychpage.com/learning/library/assess/mse.htm

http://www.psychpage.com/learning/library/advpract/mse.html

http://www.psychpage.com/learning/library/assess/feelings.html

http://www.psychpage.com/learning/library/counseling/suicide.html

http://www.psychpage.com/learning/library/assess/subabuse1.htm

Benchmark Intake Report Part Two: Mental Status Exam (MSE) Assignment Template

Note: This template includes Part One of the assignment because it should be included in Part Two

Identifying Information

Client name, address, phone number, DOB, gender, marital status, occupation, work/school, work phone, emergency contact, date of interview

Reason for Referral

Referral source, reason for referral (why has the client been sent to you [e.g., consultation, clinical intake, counseling]); presenting complaint (hint: they are coming in for an evaluation)

Current Situation and Functioning

A description of typical daily activities, ability to complete normal activities of daily living (ADLs); general assessment of coping/character skills (e.g., stress management skills, emotional regulation ability; problem-solving, conflict resolution, empathy, cooperation, etc.); self-perceived strengths and weaknesses

Relevant Medical History

Previous and current medical problems (major illnesses and injuries), medications, hospitalizations, and disabilities; any significant major medical disorders in blood relatives (e.g., cancer, diabetes, seizure disorders, thyroid disease, etc.)

Psychiatric Treatment History

Description of previous treatment received, including hospitalization, medications, psychotherapy or counseling, case management, etc. Include a description of all psychiatric and substance abuse disorders found in all blood relatives (i.e., at least parents, siblings, grandparents, and children, but also possibly aunts, uncles, and cousins)

Family History

Information about the client’s family background, including information about first-degree relatives (parents, siblings), the composition of the family during the client’s childhood and

adolescence, and the quality of relationships with family members both past and present.

Social and Developmental History

Significant developmental events that may influence current problems or circumstances. This should include, as aplplicable, issues surrounding pregnancy or birth; social, behavioral, and cognitive milestones; and relational history (include interaction with peers, people in authority, academic performance, and extra-curricular activities – e.g., sports, clubs, etc.); current and previous marital/non-marital relationships, children, and social supports.

Educational and Occupational History

Schools attended, educational level attained, and any professional, technical, and/or vocational training; current employment status, length of tenure on past jobs, military service (rank and duties), job performance, job losses, leaves of absence, and occupational injuries.

Cultural Influences

Potential assessment issues (see chapter 3) when working with a diverse populations.

Mental Status Exam

Appearance and Behavior

Susan C. is a 5’4” single White female of average weight. At the time of the interview, she had a pasty white complexion and several scars from adolescent acne. She presented herself in a cooperative, friendly manner during the interview, was appropriately dressed for the season, and answered questions in a direct fashion. Her eye contact was appropriate. Psychomotor activity was within normal limits as she moved comfortably during the interview. No atypical physical characteristics were noted. Her speech patterns and expressive/receptive language were within normal limits. No evidence of current drug or alcohol intoxication was observed.

Sensorium and Mental Ability

During the interview, Susan C. appeared alert and oriented x4. While not formally assessed, she appears to have average to above average intelligence as evidenced by her vocabulary and reported GPA in college. There was no difficulty with questions assessing her recent or remote memory, or mathematical calculations. Some abstract thinking difficulty was observed in her difficulty describing what the difference was between a lie and a mistake.

Thought

Susan displayed a logical, sequential, coherent flow of thought. No tangential thinking, flight of ideas, or looseness of associations were noted. Thought content appeared to be within normal limits. No evidence of hallucinations, delusions, paranoid ideation, or ruminations was apparent. No compulsions or obsessions were reported.

Sensory Motor and Perceptual Processes

Sensory motor and perceptual processes appeared within normal limits. Susan C. was able to adequately duplicate the drawing of a clock. There was no evidence of fine motor tremor, auditory, or perceptual difficulties.

Affect and Mood

During the interview, Susan displayed a moderately depressed affect. While eye contact was appropriate, she seldom smiled even when an amusing incident occurred while we were in the office. Her voice tone had monotone qualities and she often sighed during the interview. She verbalized feeling depressed since her recent miscarriage (3 weeks ago). No history of manic-like symptoms was reported. She denied suicidal and homicidal ideation. There was no evidence of a risk for violence or impulsivity.

Self-regulation

Susan C. displayed adequate impulse control and judgment. These interview qualities are consistent with her history.

Due in Unit 4: The completed, typed form must contain both the observation and analysis.

Due in Unit 4: The completed, typed form must contain both the observation and analysis.

PRINT THIS FORM to use for both your video observation and the analysis.

Observation:  Videotaped Classrooms

  1. Select and observe one (1) video from the five choices below.
  2. Write your observation notes for the video on this form.
  3. Once the observation is completed, type the information you recorded into the form. 

Analysis

Follow the instructions below for analysis of the videotaped classroom observation.

 

 Video Choices

  1. 1.    North Carolina Rated License Assessment Project (NCRLAP). (2011, February 4). Language for learning: Infants and toddlers [Video file]. Retrieved from https://www.youtube.com/watch?v=7DPhIQh91Mw
  2. Community Action Commission of Santa Barbara (CAC). (2018). Head Start Teacher’s Training Video [Video file]. Retrieved from https://www.youtube.com/watch?v=P8XfjDrAoaA
  3. Pennington, J. (2014, January 28). Morning Circle at Preschool. [Video file]. Retrieved from https://www.youtube.com/watch?v=PZY-hB2C_Iw&feature=youtu.be
  4. Sandra Levine Productions. (2011, September 6). Part 2: High-quality kindergarten today. The classroom environment [Video file]. Retrieved from https://www.youtube.com/watch?v=hPZV- 2XhkdI
  5. Keirsey, B. (2012, Mar 6). Preschool Shark Math Lesson. [Video File].

—————————————————————————————————————————————————

VIDEOTAPE OBSERVATION

Observer’s Name: _______________________   Videotape Title:  _________________________________

CENTER/FAMILY CHILD CARE HOME/SCHOOL INFORMATION

Program Type (“X” for all that apply):   __ center  __ school  __ family child care home

__public  __private  __non-profit  __faith-based  __corporate  __other: ___________________

Teaching Staff

Total Observed: _____ Teachers     _____ Assistant Teachers     ______ Other: ________________     

Children 

Total Observed:  ____Infants   ____ Toddlers   ____ Preschoolers   ____Kindergartners   ____ Primary (1-3)

EDUCATIONAL APPROACH

You are looking for signs of quality, applied theories, one or two specific approaches,

and developmentally appropriate practices.

Program’s Philosophy (Listen for descriptions of the listed items. Is there a specific theory-based philosophy, model, approach or curriculum?  What is their approach to family engagement?)

Mission and Vision (if applicable):   Educational Philosophy: (if applicable):   Curriculum Approach:   Family Engagement:    

POSTED CLASSROOM INFORMATION

Do you see signs of the following in the videotape?

(Put “X” for all that are observed): ___ Daily Schedule ___ Lesson Plan ___Parent/Family Bulletin Board

___ Children’s Creations: (e.g., art, writing, dictated stories)

___ Other _______________________________________________________________________________

Lesson Plan:   Describe evidence of developmental domains and early learning standards?

(Hint:  You may find evidence in a lesson plan or postings around the classroom in different learning centers, on the Family Bulletin Board. If there is no evidence, discuss the lesson(s) observed in the video.)

         

OBSERVED EXPERIENCES

Write only what you see and what you hear!   Only the facts! No opinions!

Location (Check all that apply):  ____  Classroom  _____ Outdoors (e.g., playground)

_____ Indoor Gymnasium                _____Other:  ___________________________________________

Daily Schedule Routine (e.g., free choice, morning meeting, transition to outdoors, … )         Materials being used:         Signs of Children’s Interest and Engagement in the activities:                                                                         Teacher-Child Interactions (including words spoken, gestures, actions, etc.):         Child-Child Interactions (including words spoken, gestures, actions, etc.):         Teacher-Family Interactions (e.g., communication during arrival and departure, encouraging family members to read or play with children, help with separations and transitions)          

Text Box: Other (add any relevant additional information that you gathered below) – not required.

Analysis #1

Complete all four questions.

For each question, provide a substantive response of at least 3 to 4 sentences.

Note:  Two student examples are provided of class observations and analysis for both live and videotaped classes.  They serve as guides to guide to support your critical analysis and help you identify your own responses. 

  1. Is the observed teacher(s) an “intentional teacher”?  Explain
  • What are two signs of developmentally appropriate practice (DAP)?
  • Describe observed family engagement and/or family-teacher interactions. Do you find the practices effective for supporting families as their children’s first teachers? 

If none are observed, write one way the teacher could support families to engage children in similar learning experiences in their homes.

  •  What is one characteristic of this teacher that you would try to emulate as a teacher?

Explain why.

Highlight the issue of equity regarding school funding.

250 Words

https://www.bostonmagazine.com/2008/08/21/the-best-schools-2008/

APA

2 references

Highlight the issue of equity regarding school funding.

With a price tag of $197.5 million, Newton North (built in 2010) is the most expensive public school ever built in Massachusetts.

Read the article, The lessons of Newton North, and give your opinion regarding whether it is equitable for some students to attend a brand new $197.5 million dollar school while other students attend schools in disrepair? Why or why not?

Speech

Speech

Five Minutes demonstration Speech About New immigrants (specially from Afghanistan).

For details see the Demonstration Speech Evaluation Form attached. 

Demonstration Speech Grading Sheet      

Introduction to Public Speaking

Presenter _______­­­­­­_______________            Title: ___________________ Evaluator ___________________                     

Purpose Statement (Did the speaker clearly state the purpose of the speech?):

Credibility statement (Did the speaker tell the audience why they should listen to her/him?):

Did the speaker preview main points, and what were the main points?

Did the presentation clearly show a process, and what were the main steps of this process?

Organization of Presentation (Was the presentation organized in a logical, easy to follow manner?):

Content (Was the content relevant to the topic, how or how not?):

Use of transitions (Did the speaker “connect the dots” for the audience?):

Verbal and Non-verbals (Did the speaker exhibit an inordinate number of distracting non-verbal behaviors? Did the speaker show enthusiasm for the subject through her/his vocalics, did the speaker use eye-contact with the audience?):

Conclusion:  Did the Speaker clearly summarize main points, and what were the main points?

Appropriate length (5 minutes):

Create a set of UML and Data Flow diagrams.

Create a set of UML and Data Flow diagrams.  

Attached are possible example of solutions to this project.

Systems Diagrams and Visualization Project
Create the following UML diagrams to visualize the process of completing the IT project from the previous exercise (providing IT services for a new building):
• Use Case diagram
• Activity diagram
• Communications diagram
• Data Flow diagram
Assume the following basic processes:

  1. Procurement of all resources.
  2. Setup of PCs and network servers.
  3. Deployment and Testing of resources to the IT Area/Office.
  4. Deployment and Testing of resources to the Administrative Area.
  5. Deployment and Testing of resources to the Conference Room.
  6. Deployment and Testing of resources to the Meeting Room.
  7. Deployment and Testing of resources to the Individual Offices.
  8. Deployment and Testing of resources to the Computer Labs.
  9. Testing of all Other Locations.
    • Create a Use Case diagram to show all actors and the basic processes above
    o Procurement, Setup, Deployment & testing of each major location.
    • Create an Activity diagram to show the deployment and testing of resources into the Computer Labs
    o Network connectivity testing requires interaction between the PC and Network Specialist
    o Projector connectivity testing requires interaction between the PC and AV Specialist.
    • Create a Communications diagram to show collaboration between the PC Specialist, the Network Specialist and the AV Specialist during deployment and testing of resources into the Computer Labs.
    o If network connectivity issues arise, the PC Specialist will communicate with the Network Specialist.
    o If projector connectivity issues arise, the PC Specialist will communicate with the AV Specialist.
    • Create a Data Flow diagram to show the Procurement of all resources, based on this additional information:
    o The PC Specialist enters all purchases into the Purchase Application system once the resources are purchased.
    o The PC Specialists closes all purchases in the Purchase Application system once the resources are received.

Hc 5

Hc 5

This week you reviewed four usability study examples. Each one of these examples takes a different approach to data analysis. Applying your knowledge from the Preece text, which study do you feel does the best job at analyzing the intended platform? What one concept among each study do you believe is consistent? one page with reference

Q3. What is Design Bias?
 Q6. Describe Web 2.0 Technologies

Q11. What is GUI?

Type each of the three questions question # as an APA  Level 1 heading (i.e. Q12, Q14, Q15)

  1. Discuss each question using 40 – 50 words 
    1. Use three (3) different sources (one per question)
    2. Each in-text citation must have a matching reference in the References list
    To avoid plagiarism, ensure you credit ALL content retrieved from your textbook and online sources

School Of Law And Ethics

School Of Law And Ethics

Please read the article attached to this link:

https://archive.naplesnews.com/news/crime/1-student-killed-14-injured-in-bus-accident-in-port-st-lucie-ep-389416456-342587012.html/

You are the Superintendent of the school district mentioned in the article. Your Director of Transportation called you 10 minutes ago and updated you on the bus accident. News crews are on the scene and parents have not been notified. What are your next steps?

Marcus Partial IEP and Lesson

Marcus Partial IEP and Lesson

Student: Marcus

Age: 7 years 2 months

Disability: Specific Learning Disability

Present Level of Performance:

Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency as a student with a specific learning disability. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.

Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.

Sample Co-Teaching Lesson Plan (Direct Instruction)

Section 1: Lesson Preparation

Teacher Candidate Name:Ms. Lope
Grade Level:  2nd grade  
Date:   
Unit/Subject:  ELA
Lesson Summary and Focus:In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.              
Classroom and Student Factors/Grouping:       
National/State Learning Standards:Common Core State Standards: RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Specific Learning Target(s)/Objectives:Objective (Explicit) Student will be able to (SWBAT): decode the vowel sound short /e/ in one-syllable words. to distinguish the short /e/ sound in one-syllable word within a sentence.   Sub-objectives SWBAT sound out words phonically SWBAT differentiate between different phonemes  
Academic LanguageShort /e/ sound Long /e/ sound Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.  
Resources, Materials, Equipment, and Technology:Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet  

Section 2: Instructional Planning

Anticipatory Set  Time Needed
Multiple Means of Representation The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today’s objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.     Explain how you will differentiate materials for students with special needs What accommodations/modifications will you include for a specific student?Do you anticipate any student who will need an additional challenge?     What co-teaching approach will you use to maximize student achievement?            Time Needed
Multiple Means of Engagement Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.   How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound?   Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.     Explain how you will differentiate materials for students with special needs What accommodations/modifications will you include for a specific student?Do you anticipate any student who will need an additional challenge?     What co-teaching approach will you use to maximize student achievement?        Time Needed
Multiple Means of Expression Teacher will tell the student to read aloud the mini book and highlight the short /e/ sounds. Teacher will visually assess student while working, teacher will ask and answer questions.   Why did you highlight that word? How do you know it is not pronounced (use long /e/ sound in place of short /e/ sound)?   Student will read the book aloud. Student will highlight the short /e/ sounds. Student will ask and answer questions.     Explain how you will differentiate materials for students with special needs What accommodations/modifications will you include for a specific student?Do you anticipate any student who will need an additional challenge?     What co-teaching approach will you use to maximize student achievement?        Time Needed
 
Extension Activity and/or Homework Teacher will talk with the student about the importance of knowing when to use the short /e/ sound giving the examples of: Ben vs. Bean Bed vs. Bead Pet vs. Peat Red vs. Read Teacher will ask the student if there are any other words that use the short /e/ sound that make another word when the short /e/ sound is exchanged for the long /e/ sound.        Time Needed

Section 1: Lesson Preparation

Section 1: Lesson Preparation

Teacher Candidate Name:     
Grade Level:     
Date:   
Unit/Subject:   
Instructional Plan Title:   
Lesson Summary and Focus:In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.  
Classroom and Student Factors/Grouping:Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.        
National/State Learning Standards:Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety.            
Specific Learning Target(s)/Objectives:Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: Who is the audience What action verb will be measured during instruction/assessment What tools or conditions are being used to meet the learning   What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names.    
Academic LanguageIn this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.                
Resources, Materials, Equipment, and Technology:List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.                  

Section 2: Instructional Planning

Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.   For example: I will use a visual of the planet Earth and ask students to describe what Earth looks like.I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.  Time Needed
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.   For example: I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.                       Explain how you will differentiate materials for each of the following groups:   English language learners (ELL):       Students with special needs:       Students with gifted abilities:       Early finishers (those students who finish early and may need additional resources/support):        Time Needed
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.   For example: I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.  I will model one example of solving a number sentence on the white board before having students search for the matching card. I will then have the partner who has the number sentence explain to their partner how they got the answer.                 Explain how you will differentiate activities for each of the following groups: English language learners (ELL):       Students with special needs:       Students with gifted abilities:       Early finishers (those students who finish early and may need additional resources/support):        Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.                 Explain how you will differentiate assessments for each of the following groups: English language learners (ELL):         Students with special needs:       Students with gifted abilities:       Early finishers (those students who finish early and may need additional resources/support):        Time Needed
 
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.            Time Needed

Modifying Lesson Plan

Modifying Lesson Plan

An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice.

Review “Marcus Partial IEP and Lesson” to inform the assignment.

Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus’ needs. Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.”

Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal.

Write a 250-500 word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning.

Course Project: Annotated Bibliography Assignment Instructions

Course Project: Annotated Bibliography Assignment Instructions

Choose the research question you developed in Course Project: Identifying a Problem Assignment. You will complete a total of three annotated bibliography assignments during the course that will serve as the research foundation of your final paper:

What impact does adverse childhood experiences have on student academic achievement?”

  1. Course Project: Annotated Bibliography Sources 1 – 5 Assignment
  • Course Project: Annotated Bibliography Sources 6 – 10 Assignment
    • Find articles, research studies, and theories on lack of student academic achievement due to adverse childhood experiences(Course Project:
    • Annotated Bibliography Sources 6 – 10 Assignment)
  • Course Project: Annotated Bibliography Source 11-15 Assignment
    • Find articles, research studies, and theories on Course Project: adverse childhood experiences/ student academic achievement
    • Annotated Bibliography Sources 11 – 15 Assignment)

Each Course Project: Annotated Bibliography Assignment must follow current APA format and consist of at least 5 scholarly sources. Each Course Project: Annotated Bibliography Assignment must have a title page with a running head and page numbers. No abstract is required. At least 3 of your scholarly resources must be current empirical, peer-reviewed journal articles. All sources must be directly related to your Research Question. Be sure to select a variety of respected sources you can use in your paper (e.g., journal articles, books, e-books, scholarly websites, etc.).

Each source citation must be followed by an annotation. The annotations are designed to help you and your instructor better understand how your sources connect to your Research Question and Problem. The annotation is not a normally required component of current APA format; rather, it is a specific additional requirement for this assignment. Note the following requirements for your annotated bibliography:

  • An annotated bibliography is a list of citations for all resources you used.
  • Each citation is followed by a brief (150–200 words), descriptive, and evaluative paragraph (the annotation).
  • The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Do not cut and paste from your sources, as this constitutes plagiarism. Most of the time, this occurs as an innocent oversight on the part of the candidate. Regardless of the reason, in the event of plagiarism, you will receive 0 points for the entire assignment per Liberty University’s policy on academic dishonesty.

It is highly recommended that you use the Jerry Falwell Library resources. You will find many tips for formatting in current APA style, navigating databases, locating resources for citation, and returning the best results for your online searches through the Education Resource Guide: EDUC 701 link in the Course Project: Annotated Bibliography Assignment page. Additionally, the Education Department has a Library Liaison who is available to assist you in all matters pertaining to conducting your research, including what constitutes an acceptable article (reputable professional, scholarly journals, and/or informational venues that deal with the content of this course). The Library Liaison’s contact information is located in the Education Resource Guide: EDUC 701.

Format the paper in current APA format and see the grading rubric for specific grading criteria.

8110-Week 4 Discussion: Evaluating Purpose Statements

8110-Week 4 Discussion: Evaluating Purpose Statements

There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose.

–(Newman, Ridenour, Newman, & DeMarco, G. M. P., Jr., 2003, p. 169)

For this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.

Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.

As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.

As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.

With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. You will switch your journal article assignment from Week 3. If your last name starts with A through L, use Article B. If your last name starts with M through Z, use Article A. Follow the prompt below for your program.

Article A:

Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills. Journal of Educational Computing Research, 50(2), 203–212. https://doi.org/10.2190/EC.50.2.c

 

Assignment Task Part 1:

Write a 1pg critique of the research study in which you:

  • Evaluate the purpose statement using the Purpose Statement Checklist as a guide
  • Analyze alignment among the theory, problem, and purpose
  • Explain your position on the relationship between research and social change

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Read a selection of your classmates’ postings.

 

Assignment Task Part 2

Respond to 2 classmates in 3 paragraphs each who was assigned a different article than you by further supporting his or her critique or respectfully offering a differing perspective. Use intext citations and Citate Information and References APA style.

8110 Dis Wk4

8110 Dis Wk4

APAcitationsFor this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.

Discussion

Discussion

Discussion Question 1 (week 2)

Why is it important for ELL teachers to be intentional about including the elements of language within ELL instruction?

Discussion Question 2 (week 2)

What is the difference between language learning and language acquisition? Provide examples to support your explanation.

Language Elements

Language Elements

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The most effective strategies, approaches, and methods for teaching ELLs are supported by language acquisition theories. English language acquisition can be promoted by understanding language as an interconnected system and by integrating the discourse and rhetorical structures of ELLs within instruction.

For this assignment, you will devise a language game or communication activity informed by language acquisition theory that integrates listening, speaking, reading, and writing for a grade level within grades K-3.

For your chosen grade level, select a content standard from the Arizona Academic Standards and a corresponding standard from the Arizona English Language Proficiency (ELP) to be aligned with the game or activity. Create at least one learning objective for your game or activity that is aligned with your chosen academic and ELP standards.

Within a 500-750 word submission, include the following:

  1. The ELA and ELP standards as well as the learning objective(s) to be addressed within your game or activity
  2. An explanation of the game or activity and how it would be carried out in an educational setting
  3. A list of the materials needed for your game or activity
  4. A brief description of at least one language acquisition theory and how it informed the design of your game or activity
  5. A brief definition of phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics. Additionally, include a description of how each of these elements relate to the verbal and written exercises within your game or activity.

Support your submission with at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. 

Ana Case Study

Ana Case Study

       Case Study: Ana

      9th grade, Age 14

Background Information

Ana’s mother, who became pregnant while in high school, is a single parent who completed her GED after Ana’s birth.  Her mother works full-time to support her and Ana. Ana’s parents never married, and her biological father has very limited contact with her, nor does he offer much support.  Her father also did not complete his high school degree. Ana has no siblings, but does have two male same-age cousins who also struggle with attending school. Her mother wants Ana to finish high school, as she wants more for her daughter and for her to be the first in the family to graduate high school.

Medical Information

Ana had delayed physical growth from second grade to eighth grade.  Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.

School History

Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother’s neighborhood and has had no grade retentions.

Attendance

Ana has missed an average of 10 days of school from Grades K through 7. She had 50 days of absence in Grade 8 and missed two weeks at the beginning of Grade 9. Ana has had no disciplinary referrals in any grades up to the present time.

Grade 8 (last academic year)

Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. Around this time, a pattern of tardiness to school in the morning also began. Ana’s mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.

Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.

Grade 9 (current academic year)

Ana’s physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.

 

Testing and Evaluation

Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.

Woodcock-Johnson III Tests of Achievement

Ana was given the WJIII with the following results:

ClusterScore
Broad Reading82  (low average range)
Broad Math99 ( average range)
Broad Written Language87 (low average range)
Subtest Scores 
Letter-Word Identification85
Reading Fluency81
Passage Comprehension91
Calculation93
Math Fluency101
Applied Problems104
Spelling86
Writing Fluency87
Writing Samples98

Classroom Teacher Input

Ana’s English language arts (ELA) teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that follows the topic sentence. She often spells words incorrectly on her final draft. Additionally, she has difficulty sounding out words, which affects her reading fluency and her reading comprehension. Currently, Ana can independently read a seventh grade text with 80% comprehension. According to a reading inventory administered by her ELA teacher, Ana reads 40WPM correctly at a seventh grade level.

Interventions Prior to Special Education Referral

  • Attendance administrator has been initiating calls home every day Ana is absent
  • 1-to-1 sessions have been scheduled weekly with guidance counselor, many of which she has missed due to absences.
  • Special education teacher has begun building a consultation team to seek input for special education referral
  • Several after school tutoring sessions have been scheduled, but Ana has only attended a few
  • A truancy referral to Juvenile Court has been filed (following state-required legal process)
  • ELA teacher provides small group instruction for reading and writing
  • Several teachers are providing her extended time to complete tasks and assignments

Reason for Referral

Ana has an escalating pattern of absenteeism, decreasing socialization with peers at school and in the community, has failing grades, and very low self-acceptance/self-concept.

Interviews

Guidance Counselor:

  • Ana spontaneously smiles and converses with him; says she is comfortable in the guidance office
  • Ana has told Guidance Counselor that she wants to be in school to please her mom and to participate in sports

Mother: 

  • States that she is concerned about Ana’s health, and that is why she does not insist Ana go to school or leave the house when Ana says she does not feel good

Ana:

  • Says she thinks she is a “freak” – tiny, odd looking, biracial.
    • Says other kids make fun of her because she is so small
    • She tears up when she talks about herself; voice quivers
    • She acknowledges adults (smiles, “thank you”, responds to questions)
    • Says she likes adults, would rather talk with adults than peers
    • Asks questions, initiates comments with adults
    • Has a good vocabulary and speaks fluently
    • Says she wants to make her mother happy and proud of her, but does not think she can
    • Says she likes sports, but is “too small” to play them
    • Says she is “close” to mother and grandmother

Community

Ana says she does not spend time with friends or participate in school or community groups. She has had no law enforcement involvement and no court appearances, nor has she ever had any formal placements out of the home.

Case Scenario: Alex

Case Scenario: Alex

Alex is a 17-year-old student with autism. He receives special education services in a self-contained classroom in an urban high school. Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development. He is diligent and methodical in completing the varied tasks assigned to him. Alex reads grade level texts independently; however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in a general education math course and maintained a B average. In high school, he received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry.

After school, Alex works part-time at a local office supply store entering numerical data to keep track of stock and services rendered by store staff. His behavior is appropriate at work and he has expressed that he likes working. He is punctual each day, and he is willing to stay late when needed. He really enjoys getting a paycheck and he usually spends his money on fast food and movies from the local video rental shop. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks.

Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace. Alex has perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. As a result, instead of speaking to his boss, Alex usually tells problems or concerns to his school job coach who visits Alex at the job site each week. The job coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level of communication between Alex and his boss is necessary to develop a good working relationship. The boss views Alex as a valuable employee and is willing to provide opportunities for Alex to develop appropriate communication skills. The boss has also expressed an interest in employing Alex for more hours per week after graduation, if he continues to develop his business skills.

Alex’s mother has expressed that she will support her son in his job at the office supply store by helping him work on skills that are needed for the job, but she believes that he will need support to be successful in this employment setting, especially when new tasks are assigned. She knows that after Alex graduates, his school job coach will stop visiting him at work so she cannot depend on his continued help. Currently, Alex has no services from the local vocational rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.

Scenario used with permission from the National Secondary Transition Technical Assistance Center.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

School District Identifying Information

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student Name:         Date of Birth:                      Local ID #:       Disability Classification
Projected date IEP is to be implemented:      Projected date of annual review:      
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS Documentation of student’s current performance and academic, developmental and functional needs
Evaluation Results (including for school-age students, performance on State and district-wide assessments)        
Academic Achievement, Functional Performance and Learning Characteristics Levels of knowledge and development in subject and skill areas including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style:      
Student strengths, preferences, interests:      
Academic, developmental and functional needs of the student, including consideration of student needs that are of concern to the parent:      
Social Development The degree (extent) and quality of the student’s relationships with peers and adults; feelings about self; and social adjustment to school and community environments:      
Student strengths:      
Social development needs of the student, including consideration of student needs that are of concern to the parent:      
Physical Development The degree (extent) and quality of the student’s motor and sensory development, health, vitality and physical skills or limitations which pertain to the learning process:      
Student strengths:      
Physical development needs of the student, including consideration of student needs that are of concern to the parent:      
Management Needs The nature (type) and degree (extent) to which environmental and human or material resources are needed to address needs identified above:      
Effect of Student Needs on Involvement and Progress in the General Education Curriculum or, for a Preschool Student, Effect of Student Needs on Participation in Appropriate Activities        
Student Needs Relating to Special Factors Based on the identification of the student’s needs, the Committee must consider whether the student needs a particular device or service to address the special factors as indicated below, and if so, the appropriate section of the IEP must identify the particular device or service(s) needed.
Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student’s learning or that of others?   Yes   No        Does the student need a behavioral intervention plan?    No   Yes:       
For a student with limited English proficiency, does he/she need a special education service to address his/her language needs as they relate to the IEP?        Yes   No   Not Applicable
For a student who is blind or visually impaired, does he/she need instruction in Braille and the use of Braille?   Yes   No   Not Applicable
Does the student need a particular device or service to address his/her communication needs?   Yes   No        In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student’s language and communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode?          Yes   No   Not Applicable
Does the student need an assistive technology device and/or service?   Yes   No        If yes, does the Committee recommend that the device(s) be used in the student’s home?   Yes   No
Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age if determined appropriate)
MEASURABLE POSTSECONDARY  GOALS long-term goals for living, working and learning as an adult
Education/Training:       
Employment:       
Independent Living Skills (when appropriate):       
TRANSITION NEEDS In consideration of present levels of performance, transition service needs of the student that focus on the student’s courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities:       
MEASURABLE ANNUAL GOALS
The following goals are recommended to enable the student to be involved in and progress in the general education curriculum, address other educational needs that result from the student’s disability, and prepare the student to meet his/her postsecondary goals.
Annual Goals What the student will be expected to achieve by the end of the year in which the IEP is in effectCriteria Measure to determine if goal has been achievedMethod How progress will be measuredSchedule When progress will be measured
                    
                    
                    
                    
                    
                    
                    
                    
                    
                    
REPORTING PROGRESS TO  PARENTS
Identify when periodic reports on the student’s progress toward meeting the annual goals will be provided to the student’s parents:       


Alternate Section for Students Whose IEPs will Include Short-term Instructional Objectives and/or Benchmarks

(required for preschool students and for school-age students who meet eligibility criteria to take the New York State alternate assessment)

MEASURABLE ANNUAL GOALS
The following goals are recommended to enable the student to be involved in and progress in the general education curriculum or, for a preschool child, in appropriate activities, address other educational needs that result from the student’s disability, and, for a school-age student, prepare the student to meet his/her postsecondary goals.
Annual Goal What the student will be expected to achieve by the end of the year in which the IEP is in effectCriteria Measure to determine if goal has been achievedMethod How progress will be measuredSchedule When progress will be measured
                    
Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):      
     
     
     
Annual GoalCriteriaMethodSchedule
                    
Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):      
     
     
     
Annual GoalCriteriaMethodSchedule
                    
Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):      
     
     
     
 (Duplicate table/rows as needed)
REPORTING PROGRESS TO  PARENTS
Identify when periodic reports on the student’s progress toward meeting the annual goals will be provided to the student’s parents:       
RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
Special Education Program/ServicesService Delivery Recommendations*Frequency How often providedDuration Length of sessionLocation Where service will be providedProjected Beginning/ Service Date(s)
Special Education Program:     
                                    
                                    
                                    
                                    
                                  
Related Services:     
                            
                            
                            
                            
                                  
Supplementary Aids and Services/Program Modifications/Accommodations:     
                              
                              
                              
Assistive Technology Devices and/or Services:     
                              
                              
Supports for School Personnel on Behalf of the Student:     
                              
                              
*    Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations.
12-Month Service and/or Program – Student is eligible to receive special education services and/or program during July/August:   No    Yes If yes:            Student will receive the same special education program/services as recommended above.                 OR           Student will receive the following special education program/services:
Special Education Program/ServicesService Delivery RecommendationsFrequencyDurationLocationProjected Beginning/ Service Date(s)
                              
                              
                              
                              
Name of school/agency provider of services during July and August:        For a preschool student, reason(s) the child requires services during July and August:       
Testing Accommodations (to be completed for preschool children only if there is an assessment program for nondisabled preschool children): Individual testing accommodations, specific to the student’s disability and needs, to be used consistently by the student in the recommended educational program and in the administration of district-wide assessments of student achievement and, in accordance with Department policy, State assessments of student achievement 
Testing AccommodationConditions*Implementation Recommendations**
 None
          
          
          
          
               
               
*Conditions – Test Characteristics:  Describe the type, length, purpose of the test upon which the use of testing accommodations is conditioned, if applicable. **Implementation Recommendations:  Identify the amount of extended time, type of setting, etc., specific to the testing accommodations, if applicable.
Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate).
COORDINATED SET OF TRANSITION ACTIVITIES
Needed activities to facilitate the student’s movement from school to post-school activitiesService/ActivitySchool District/ Agency Responsible
Instruction          
Related Services          
Community Experiences          
Development of Employment and Other Post-school Adult Living Objectives          
Acquisition of Daily Living Skills (if applicable)          
Functional Vocational Assessment (if applicable)          
PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS (To be completed for preschool students only if there is an assessment program for nondisabled preschool students)
   The student will participate in the same State and district-wide assessments of student achievement that are administered to general education students.      The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement.         Identify the alternate assessment:                     Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student:       
PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES
Removal from the general education environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved. For the preschool student: Explain the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled peers (e.g., percent of the school day and/or specify particular activities):          For the school-age student: Explain the extent, if any, to which the student will not participate in regular class, extracurricular and other nonacademic activities (e.g., percent of the school day and/or specify particular activities):        If the student is not participating in a regular physical education program, identify the extent to which the student will participate in specially-designed instruction in physical education, including adapted physical education:        Exemption from language other than English diploma requirement:   No   Yes – The Committee has determined that the student’s disability adversely affects his/her ability to learn a language and recommends the student be exempt from the language other than English requirement.
SPECIAL TRANSPORTATION Transportation recommendation to address needs of the student relating to his/her disability
 None.  Student needs special transportation accommodations/services as follows:                                                                                  Student needs transportation to and from special classes or programs at another site:       
PLACEMENT RECOMMENDATION
     

Class Profile

Class Profile

Student NameEnglish Language LearnerSocioeconomic  StatusEthnicityGenderIEPService Need of IEPYear in SchoolReading Performance LevelMath Performance Level
AndyNoLow SESWhiteMaleAcademicReading Comprehension10Two years below grade levelOne year below grade level
BethNoMid SESWhiteFemaleBehavior/EmotionalTask Completion/ Executive Functioning Disorder9One year above grade levelTwo years below grade level
ChristyNoMid SESWhiteFemaleEmotional DisturbanceSocial Anxiety10At grade levelTwo years below grade level
DrewNoLow SESWhiteMaleAcademicDyscalculia10At grade levelThree years below grade level
EllaNoMid SESWhiteFemaleAcademic/BehaviorCalculations/ODD10Grade levelTwo years below grade level
EmmaYesLow SESWhiteFemaleEmotional DisturbanceDepression9At grade levelTwo years below grade level
LebronNoMid SESAfrican AmericanMaleAcademicDyslexia10Two years below grade levelOne year below grade level
ManuelYesLow SESHispanicMaleAcademicComputation10One year below grade levelTwo years below grade level
SarahNoMid SESWhiteFemaleAcademic/BehaviorNonverbal learning disability9Two years below grade levelTwo years below grade level
ThomasELLLow SESHispanicMaleAcademic/BehaviorASD/Communication10Two years below grade levelTwo years below grade level

Marcus Partial IEP and Lesson

Marcus Partial IEP and Lesson

Student: Marcus

Age: 7 years 2 months

Disability: Specific Learning Disability

Present Level of Performance:

Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency as a student with a specific learning disability. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.

Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.

Sample Co-Teaching Lesson Plan (Direct Instruction)

Section 1: Lesson Preparation

Teacher Candidate Name:Ms. Lope
Grade Level:  2nd grade  
Date:   
Unit/Subject:  ELA
Lesson Summary and Focus:In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.              
Classroom and Student Factors/Grouping:       
National/State Learning Standards:Common Core State Standards: RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Specific Learning Target(s)/Objectives:Objective (Explicit) Student will be able to (SWBAT): decode the vowel sound short /e/ in one-syllable words. to distinguish the short /e/ sound in one-syllable word within a sentence.   Sub-objectives SWBAT sound out words phonically SWBAT differentiate between different phonemes  
Academic LanguageShort /e/ sound Long /e/ sound Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.  
Resources, Materials, Equipment, and Technology:Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet  

Section 2: Instructional Planning

Anticipatory Set  Time Needed
Multiple Means of Representation The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today’s objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.     Explain how you will differentiate materials for students with special needs What accommodations/modifications will you include for a specific student?Do you anticipate any student who will need an additional challenge?     What co-teaching approach will you use to maximize student achievement?            Time Needed
Multiple Means of Engagement Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.   How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound?   Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.     Explain how you will differentiate materials for students with special needs What accommodations/modifications will you include for a specific student?Do you anticipate any student who will need an additional challenge?     What co-teaching approach will you use to maximize student achievement?        Time Needed
Multiple Means of Expression Teacher will tell the student to read aloud the mini book and highlight the short /e/ sounds. Teacher will visually assess student while working, teacher will ask and answer questions.   Why did you highlight that word? How do you know it is not pronounced (use long /e/ sound in place of short /e/ sound)?   Student will read the book aloud. Student will highlight the short /e/ sounds. Student will ask and answer questions.     Explain how you will differentiate materials for students with special needs What accommodations/modifications will you include for a specific student?Do you anticipate any student who will need an additional challenge?     What co-teaching approach will you use to maximize student achievement?        Time Needed
 
Extension Activity and/or Homework Teacher will talk with the student about the importance of knowing when to use the short /e/ sound giving the examples of: Ben vs. Bean Bed vs. Bead Pet vs. Peat Red vs. Read Teacher will ask the student if there are any other words that use the short /e/ sound that make another word when the short /e/ sound is exchanged for the long /e/ sound.        Time Needed

Professional Development: IEPs, Inclusion, and Team Teaching

New Class Work

Professional Development: IEPs, Inclusion, and Team Teaching

Special educators need to understand how to include and engage general educators in the IEP process. They also need to have a firm understanding of the research behind inclusive classrooms for special education students, the benefits of inclusion settings, and their potential drawbacks.

Refer to the “Individualized Education Program (IEP) Blank Template” and the “New Your City Board of Education Individualized Education Program Blank Template” as needed to inform the topic assignment.

Create a 15-20 slide digital presentation for professional development for general education teachers on the topics of IEPs, inclusive classrooms, and team teaching.

Address the following within the presentation:

  • Explain each major section of an IEP.
  • Describe what an inclusive classroom setting looks like, and when it may be the most beneficial setting for students with disabilities; include specific examples of students with disabilities being appropriately placed in an inclusive setting.
  • Describe three team teaching models; include benefits and drawbacks of each.

Include a title slide, reference slide, and presenter’s notes.

Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Use the IEP template examples to inform the assignment. Support your presentation with a minimum of three scholarly resources.

Resource Teacher Know How

A special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding a number of strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom.

For this assignment, take on the role of a first-year special education teacher who has been assigned to the resource room to work with students who are working at the ninth grade level for both English and math. You have about 10 students during this class period and an aide to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so that student needs in both subject areas will have time to be addressed.

Use the “Class Profile” to obtain specific information about the needs of your students.

Part 1: Teacher Inquiries

In 250-500 words compose a response for the following:

  • Questions you would have about your teaching assignment before it begins, including any requests for additional information.
  • Questions you would have for fellow teachers and administration.
  • Information you would like to have before the end of the first week of school.

Provide a rationale for each inquiry. Cite both the “Class Profile” and an additional minimum of two outside scholarly resources in your responses.

Part 2: Classroom Environment

In 500-750 words compose a response for the following:

  • Provide a minimum of three possible ways to structure the classroom setting.
  • Provide a minimum of two possible ways to structure a class period.
  • Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English language arts and math classes.
  • Provide two collaboration strategies to use when working with the classroom aide assisting you in meeting the needs of the students in the resource room setting.

Provide support for your responses, citing both the “Class Profile” and an additional minimum of two outside scholarly resources.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Modifying Lesson Plan

An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice.

Review “Marcus Partial IEP and Lesson” to inform the assignment.

Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus’ needs. Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.”

Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal.

Write a 250-500 word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning.

 
 
 
 
 
 
 
 
 
ELA Lesson Plan and Rationale

Three of your students have specific learning disabilities in the area of reading; one has been diagnosed with ASD, and two have emotional and behavioral disorders which affect their academics in all areas. Two students have mild intellectual disabilities and one student is a speech and language impaired student who is struggling with reading.

One student was retained and is repeating fifth grade, and one is a new student whose records have not yet arrived, but reports this is his second time in fifth grade.

All of your students are decoding and comprehending at approximately a second to third grade reading level. All attend general education classes for at least part of the day. Eight of the nine students are males who show an interest in science and nonfiction texts, while your female student considers herself to be a fairy princess, she adores Disney, and she detests all the topics the other students love.

Review Appendix B of the Common Core Standards and select a fifth-grade exemplar informational text.

Using the “COE Lesson Plan Template,” create a lesson plan designed to meet the specific needs of the students in your class that enhances language development and communication skills, and incorporates:

  • The chosen fifth grade exemplar informational text.
  • A Common Core Standard or other state standard specific to informational text.  
  • Assistive technology within the lesson and the lesson’s summative assessment.

In the “Rationale/Reflections” part of the lesson plan, write a 250-500 word rationale explaining your instructional choices. Be sure to address how the lesson enhances language development and communication skills. In addition, reflect upon how you would provide students feedback on formative assessments to prepare them for a summative assessment.

 
 
 
 
 
Benchmark – Case Study: PLAAFP and Annual Goals

Special educators must be proficient at more than simply teaching, planning, and addressing student concerns. A large portion of the special educator’s career will be spent creating, implementing, and reviewing IEPs in meetings with families and other professionals. Most educators find that the present level of academic and functional performance (PLAAFP) is the most essential part of the IEP because it paints a picture of the student and guides the goals, services, accommodations, and modifications within the rest of the IEP. Once a solid PLAAFP is written, then appropriate, measurable and observable goals for the student must be written.

Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)

For this benchmark assignment, you will use the “Ana Case Study” to write a 250-500 word PLAAFP.

Your PLAAFP should include:

  • Student academic strengths
  • Evaluations
  • Performance in classes
  • Potential influences of language, culture, and family background
  • Strengths, preferences, and interests in nonacademic areas
  • Any other relevant issues

Part 2: Annual Goals

Write two measurable academic goals and two measurable behavioral goals for Ana. Each goal should include:

  • A specific, measurable skill/behavior to be achieved.
  • A specific measurement tool or assessment strategy for measuring performance on the goal.

Part 3: Rationale

Provide a 500-750 word rationale that clearly defends how each annual goal, assessment tool or strategy, and action steps are appropriate for Ana, based on the information and data in the PLAAFP.

In addition, using the “College of Education Professional Dispositions of Learners,” identify a disposition that you, as a special education teacher, would want to especially demonstrate with Ana and her family. Explain how this disposition would assist you in incorporating Ana’s language, culture, and family background into planning and delivering instruction that meets Ana’s academic and social-emotional development needs. In addition, what steps would you recommend to Ana, her family, and the IEP team for Ana to accomplish her goals?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Required Components of Transition

All special educators who teach secondary students will be required to create transition plans that are meaningful and appropriate for the student. Transition plans go one step further than the IEP by adding specific goals and services that will help the student be successful after graduation in future education and training, in the community, and/or in the work force. Being able to write an effective transition plan is a legal requirement for high school special education teachers.

Create a 10-15 slide digital presentation for school faculty and staff that explains the components and legal requirements of transition planning under IDEA.

Address the following within your presentation:

  • Describe each of the required components of a transition plan according to IDEA.
  • Complete a transition plan for Alex using the data provided in the “Case Scenario: Alex,” sharing each transition plan component as an example.
  • Describe 2-3 strategies that promote successful transitions for students with disabilities.
  • Identify 2-3 collaboration strategies that are useful when working with students, families, and IEP teams to create transition plans for students with disabilities.
  • Include a title slide, reference slide, and presenter notes.

The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your findings with 3-5 scholarly resources.

Discussions: With at least one reference.

Discussions: With at least one reference.

1A: Using sensitive and appropriate language is important in talking about individuals with disabilities, especially when collaborating with colleagues and families. What tips from the readings were new to you regarding communicating about individuals with disabilities? Which habits related to appropriate language do you think special education teachers need to educate their general education colleagues on the most?

1B: Some general educators believe they do not have the time or the expertise to comply with a student’s IEP. Explain how you, as the special education teacher, would support such a teacher in order to best meet the needs of the student.

2A: Provide an example of a situation where a student may need to bypass a learning step that cannot be mastered after a reasonable amount of time in order to move ahead. What adaptations might you make? When might this bypass of a step prove to be a mistake?

2B: What are some behavioral accommodations that you might make for students with disabilities who pose behavioral concerns? How would you explain these accommodations to other teachers and school staff members? Provide an example.

3A: Discuss engagement and what it means when using UDL in an inclusive classroom. What are three ways to differentiate engagement strategies for different types of students? Provide examples.

3B: Do you think it is difficult to write IEP goals that are measurable and observable? Why or why not? Why is it important for the student that IEP goals are measurable and observable?

4A: Assistive technology comes in many forms. What are some simple, inexpensive technologies you may use in the classroom for a student who is easily distractible, has difficulty paying attention, and is fidgety? Name three items, and explain how they would be used.

4B: Some pieces of technology are very expensive, easily breakable, and need updating often. These pieces of technology often go back and forth from home to school with the student, which increases the opportunity for breaking or misplacing them. What are three ways you can increase student and parent accountability with these pieces of technology?

5A: What are three reasons for allowing students to collect and chart their own assessment data? Describe why each are beneficial for students and what students might do with this data.

5B: Name three accommodations that can be made to assessments for students with disabilities. What are some advantages and disadvantages to making these accommodations?

6A: What post-secondary transition planning strategies do you plan to use with your future students to increase their success after graduation? Specifically mention one activity you would use for the case study student, Alex, to better prepare him for life in the vocational world. Why did you choose this activity?

6B: For some teachers, writing transition plans into an IEP is a struggle. Discuss why you think this might be. What would you recommend to such teachers to help them complete purposeful and useful transitions plans in IEPs?

8110-Week 6: Discussion: Designing Quantitative Research

8110-Week 6: Discussion: Designing Quantitative Research


Researchers consider validity and reliability with each new study they design. This is because validity and reliability are not fixed but rather reflect a particular study’s unique variables, research design, instruments, and participants.

In the context of research design, two types of validity, which speak to the quality of different features of the research process, are considered: internal validity and external validity.

Assuming that the findings of a research study are internally valid—i.e., the researcher has used controls to determine that the outcome is indeed due to manipulation of the independent variable or the treatment—external validity refers to the extent to which the findings can be generalized from the sample to the population or to other settings and groups. Reliability refers to the replicability of the findings.

For this Discussion, you will consider threats to internal and external validity in quantitative research and the strategies used to mitigate these threats. You will also consider the ethical implications of designing quantitative research

 

Assignment Task Part 1:

Write a 1 ½ page explanation of a threat to internal validity and a threat to external validity in quantitative research. Next, explain a strategy to mitigate each of these threats. Then, identify a potential ethical issue in quantitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a quantitative approach.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

 

Assignment Task Part 2

Read a selection of your classmates’ postings.

Respond to 2 classmates in 2 paragraphs each  by offering a strategy to address the ethical issue she or he identified. APA style.

Purpose Statement Checklist

Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 1 of 2
Purpose Statement Checklist
Use the following criteria to evaluate an author’s purpose statement.
Look for indications of the following:
• Does the statement begin with signaling words?
• Does the statement identify the research approach (quantitative, qualitative, or mixed)?
• Does the statement clearly state the intent of the study?
• Does the statement mention the participants?
• Does the statement mention the research site?
• Is the statement framed in a way that is consistent with the identified problem?
If the study is qualitative, does the purpose statement do as follows?
• Focus on a single phenomenon
• Use an action verb to convey how learning will take place
• Use neutral, nondirectional language
• Provide a general definition of the central phenomenon
If the study is quantitative, does the purpose statement do as follows?
• Identify the variables under study
• Provide a general definition of each key variable
• Use words that connect the variables
• Identify a theory
If the study is mixed methods, does the purpose statement do as follows?
• Discuss the reason(s) for mixing both quantitative and qualitative data
• Include the characteristics of a good qualitative purpose statement (as listed above)
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 2 of 2
• Include the characteristics of a good quantitative purpose statement (as listed above)
• Indicate the specific method of collecting both quantitative and qualitative data

Journal Articles

Journal Articles

Locate your program below for the assigned journal articles to use for the Discussion assignments in Weeks 3, 4, 5, and 7. Please follow the instructions in the week’s unit and find these articles in the Walden Library.

If your program is not listed, your Instructor will post an announcement with your assigned journal articles.

You will focus on one article in each of these weeks for your Main Question Post; however, you are expected to read and familiarize yourself with all the articles listed to effectively participate in the discussion. Consult the week’s Discussion area for instructions on completing the assignment.

For quick access, press CTRL + left-click on your program’s link below.

Criminal Justice
Education
Health Sciences
Human Services and Social Work
Management and Information Systems and Technology
Nursing
Psychology and Counseling
Public Policy and Administration

CRIMINAL JUSTICE

Week 3

If your last name starts with A through L, use Article A.

Article A:

Forster, M., Grigsby, T. J., Unger, J. B., & Sussman, S. (2015). Associations between gun violence exposure, gang associations, and youth aggression: Implications for prevention and intervention programs.Journal of Criminology.

https://doi.org/10.1155/2015/963750

If your last name starts with M through Z, use Article B.

Article B:

Ibarra, P. R., Gur, O. M., & Erez, E. (2014). Surveillance as casework: Supervising domestic violence defendants with GPS technology.Crime, Law and Social Change, 62(4), 417-444. https://doi.org/10.1007/s10611-014-9536-4

Week 4

If your last name starts with A through L, use Article B.

Article B:

Ibarra, P. R., Gur, O. M., & Erez, E. (2014). Surveillance as casework: Supervising domestic violence defendants with GPS technology.Crime, Law and Social Change, 62(4), 417-444. https://doi.org/10.1007/s10611-014-9536-4


If your last name starts with M through Z, use Article A.

Article A:

Forster, M., Grigsby, T. J., Unger, J. B., & Sussman, S. (2015). Associations between gun violence exposure, gang associations, and youth aggression: Implications for prevention and intervention programs.Journal of Criminology.  https://doi.org/10.1155/2015/963750

Week 5

If your last name starts A through I, use Article A.

           Article A:

Dank, M., Lachman, P., Zweig, J. M., & Yahner, J. (2014). Dating violence experiences of lesbian, gay, bisexual, and transgender youth.Journal of Youth and Adolescence, 43(5), 846-57. https://doi.org/10.1007/s10964-013-9975-8

If your last name starts with J through R, use Article B.

Article B:

Hishinuma, E. S., Chang, J. Y., Goebert, D. A., Helm, S., Else, I. R. N., & Sugimoto-Matsuda, J. (2015). Interpersonal youth violence perpetration and victimization in a diverse Asian American and Pacific Islander adolescent sample.Violence and Victims, 30(2), 225-249. https://doi.org/10.1891/0886-6708.VV-D-13-00043

If your last name starts with S through Z, use Article C.

           Article C:

Long, L., & Ullman, S. E. (2016). Correlates of problem drinking and drug use in black sexual assault victims.Violence and Victims, 31(1), 71-84. https:// doi.org/10.1891/0886-6708.VV-D-14-00024

Week 7

If your last name starts A through I, use Article A.

           Article A: [This is article is available online and is no longer in the Walden    

           Library.]

Alqahtani, A. (2014). Awareness of the potential threat of cyberterrorism to the national security.Journal of Information Security, 5(4), 137-146. https://www.scirp.org/pdf/JIS_2014091911584817.pdf


If your last name starts J through R, use Article B.

           Article B:

Seda, L. (2014). Identity theft and university students: Do they know, do they care?Journal of Financial Crime, 21(4), 461-483. https://doi.org/10.1108/JFC-05-2013-0032


If your last name starts S through Z, use Article C.

            Article C:

Powell, M. B., Guadagno, B. L., & Cassematis, P. (2013). Workplace stressors for investigative interviewers of child-abuse victims.Policing, 36(3), 512-525. https://doi.org/10.1108/PIJPSM-05-2012-0039

EDUCATION

Week 3

If your last name starts with A through L, use Article A.

Article A:

Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills. Journal of Educational Computing Research, 50(2), 203–212. https://doi.org/10.2190/EC.50.2.c

If your last name starts with M through Z, use Article B.

Article B:

Swan, B., Coulombe-Quach, X.-L., Huang, A., Godek, J., Becker, D., & Zhou, Y. (2015). Meeting the needs of gifted and talented students: Case study of a virtual learning lab in a rural middle school. Journal of Advanced Academics, 26(4), 294–319. https://doi.org/10.1177/1932202X15603366

Week 4

If your last name starts with A through L, use Article B.

Article B:

Swan, B., Coulombe-Quach, X-L, Huang, A., Godek, J., Becker, D., & Zhou, Y. (2015). Meeting the needs of gifted and talented students: Case study of a virtual learning lab in a rural middle school. Journal of Advanced Academics, 26(4), 294–319. https://doi.org/10.1177/1932202X15603366

If your last name starts with M through Z, use Article A.

Article A:

Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills. Journal of Educational Computing Research, 50(2), 203–212. https://doi.org/10.2190/EC.50.2.c

Week 5

If your last name starts with A through I, use Article A.

Article A:

Canfield, M. L., Kivisalu, T. M., van der Karr, C., King, C., & Phillips, C. E. (2015). The use of course grades in the assessment of student learning outcomes for general education. Sage Open, 1–13. https://doi.org/10.1177/2158244015615921

If your last name starts with J through R, use Article B.

Article B:

McConnell, A. E., Martin, J. E., & Hennessey, M. N. (2015). Indicators of postsecondary employment and education for youth with disabilities in relation to GPA and general education. Remedial & Special Education, 36(6), 327–336. https://doi.org/10.1177/0741932515583497

If your last name starts with S through Z, use Article C.

Article C:

Hogenes, M., van Oers, B., Diekstra, R. F. W., & Sklad, M. (2015). The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study. International Journal of Music Education, 1–17. https://doi.org/10.1177/0255761415584296

Week 7


If your last name starts with A through I, use Article A.

Article A:

Dahl, P. (2016). Factors associated with truancy: Emerging adults’ recollections of skipping school. Journal of Adolescent Research, 31(1), 119–138. https://doi.org/10.1177/0743558415587324

If your last name starts with J through R, use Article B.

Article B:

Izumi-Taylor, S., Ito, Y., Lin, C. H., & Lee, Y.-Y. (2014). Pre-service teachers’ views of children’s and adults’ play in Japan, Taiwan, and the USA. Research in Comparative and International Education, 9(2), 213–226. https://doi.org/10.2304/rcie.2014.9.2.213

If your last name starts with S through Z, use Article C.

Article C:

Collins, I. (2015). Using international accreditation in higher education to effect changes in organisational culture: A case study from a Turkish university. Journal of Research in International Education, 14(2), 141–154. https://doi.org/10.1177/1475240915592589

HEALTH SCIENCES

Week 3

If your last name starts with A through L, use Article A.

Article A:

Spencer, M. S., Rosland, A. M., Kieffer, E. C., Sinco, B. R., Valerio, M., Palmisano, G., Anderson, M., Guzman, J.R., & Heisler, M. (2011). Effectiveness of a community health worker intervention among African American and Latino adults with type 2 diabetes: A randomized controlled trial. American Journal of Public Health, 101(12), 2253–2260. https://doi.org/10.2105/AJPH.2010.300106

If your last name starts with M through Z, use Article B.

Article B:

Greenhalgh, T., Clinch, M., Afsar, N., Choudhury, Y., Sudra, R., Campbell-Richards, D., Claydon, A., Hitman, G.A., Hanson, P., & Finer, S. (2015). Socio-cultural influences on the behaviour of South Asian women with diabetes in pregnancy: Qualitative study using a multi-level theoretical approach. BMC Medicine, 13(1), 1-15. https://doi.org/10.1186/s12916-015-0360-1

Week 4

If your last name starts with A through L, use Article B.

Article B:

Greenhalgh, T., Clinch, M., Afsar, N., Choudhury, Y., Sudra, R., Campbell-Richards, D., Claydon, A., Hitman, G.A., Hanson, P., & Finer, S. (2015). Socio-cultural influences on the behaviour of South Asian women with diabetes in pregnancy: qualitative study using a multi-level theoretical approach. BMC Medicine, 13(1), 1-15. https://doi.org/10.1186/s12916-015-0360-1

If your last name starts with M through Z, use Article A.

Article A:

Spencer, M. S., Rosland, A. M., Kieffer, E. C., Sinco, B. R., Valerio, M., Palmisano, G., Anderson, M., Guzman, J.R., & Heisler, M. (2011). Effectiveness of a community health worker intervention among African American and Latino adults with type 2 diabetes: A randomized controlled trial. American Journal of Public Health, 101(12), 2253–2260. https://doi.org/10.2105/AJPH.2010.300106

Week 5

If your last name starts with A through I, use Article A.

Article A:

Flynn, P. M., Ridgeway, J. L., Wieland, M. L., Williams, M. D., Haas, L. R., Kremers, W. K., & Breitkopf, C. R. (2013). Primary care utilization and mental health diagnoses among adult patients requiring interpreters: A retrospective cohort study. Journal of General Internal Medicine, 28(3), 386–391. https://doi.org/10.1007/s11606-012-2159-5

If your last name starts with J through R, use Article B.

Article B:

Kwate, N. O., & Goodman, M. S. (2015). Cross-sectional and longitudinal effects of racism on mental health among residents of Black neighborhoods in New York City. American Journal of Public Health, 105(4), 711–718. https://doi.org/10.2105/AJPH.2014.302243

If your last name starts with S through Z, use Article C.

Article C:

Blank, M. B., Himelhoch, S. S., Balaji, A. B., Metzger, D. S., Dixon, L. B., Rose, C. E., Oraka, E., Davis-Vogel, A., Thompson, W.W., & Heffelfinger, J. D. (2014). A multisite study of the prevalence of HIV with rapid testing in mental health settings. American Journal of Public Health, 104(12), 2377–2384. https://doi.org/10.2105/AJPH.2013.301633

Week 7


If your last name starts with A through I, use Article A.

Article A:

Dale, C. M., Angus, J. E., Seto Nielsen, L., Kramer-Kile, M., Pritlove, C., Lapum, J., Price, J., Marzolini, S., Abramson, B., Oh, P., & Clark, A. (2015). “I’m no Superman”: Understanding diabetic men, masculinity, and cardiac rehabilitation. Qualitative Health Research, 25(12), 1648–1661. https://doi.org/10.1177/1049732314566323

If your last name starts with J through R, use Article B.

Article B:

Hunleth, J. M., Steinmetz, E. K., McQueen, A., & James, A. S. (2016). Beyond adherence: Health care disparities and the struggle to get screened for colon cancer. Qualitative Health Research, 26(1), 17–31. https://doi.org/10.1177/1049732315593549

If your last name starts with S through Z, use Article C.

Article C:

Spyridonidis, D., Hendy, J., & Barlow, J. (2015). Leadership for knowledge translation: The case of CLAHRCs. Qualitative Health Research, 25(11), 1492–1505. https://doi.org/10.1177/1049732315583268

HUMAN SERVICES AND SOCIAL WORK

Week 3

If your last name starts with A through L, use Article A.

Article A:

Hickman, G. P., & Wright, D. (2011). Academic and school behavioral variables as predictors of high school graduation among at-risk adolescents enrolled in a youth-based mentoring program. Journal of At-Risk Issues, 16(1), 27–33.

If your last name starts with M through Z, use Article B.

Article B:

Smith, Y. (2014). Rethinking decision making: An ethnographic study of worker agency in crisis intervention. Social Service Review, 88(3), 407–442. https://doi.org/10.1086/677846


Week 4

If your last name starts with A through L, use Article B.

Article B:

Smith, Y. (2014). Rethinking decision making: An ethnographic study of worker agency in crisis intervention. Social Service Review88(3), 407–442. https://doi.org/10.1086/677846

If your last name starts with M through Z, use Article A.

Article A:

Hickman, G. P., & Wright, D. (2011). Academic and school behavioral variables as predictors of high school graduation among at-risk adolescents enrolled in a youth-based mentoring program. Journal of At-Risk Issues, 16(1), 27–33.

Week 5

If your last name starts with A through I, use Article A.

Article A:

Raskin, J. D, & Brett, B. L. (2014). Does the reverse golden section hold? Journal of Constructivist Psychology, 27(2), 137–146. https://doi.org/10.1080/10720537.2014.879522

If your last name starts with J through R, use Article B.

Article B:

Cardi, V., Di Matteo, R., Gilbert, P., & Treasure, J. (2014). Rank perception and self-evaluation in eating disorders. International Journal of Eating Disorders, 47(5), 543–552. https://doi.org/10.1002/eat.22261

If your last name starts with S through Z, use Article C.

Article C:

de la Sablonnière, R., Auger, E., Taylor, D. M., Crush, J., & McDonald, D. (2013). Social change in South Africa: A historical approach to relative deprivation. British Journal of Social Psychology, 52(4), 703–725. https://doi.org/10.1111/bjso.12003

Week 7


If your last name starts with A through I, use Article A.

Article A:

Perrin-Wallqvist, R., & Lindblom, J. (2015). Coming out as gay: A phenomenological study about adolescents disclosing their homosexuality to their parents. Social Behavior & Personality: An International Journal43(3), 467–480. https://doi.org/10.2224/sbp.2015.43.3.467

If your last name starts with J through R, use Article B.

Article B:

Roberts, R. E. (2014). The child maltreatment survivor’s description of the process of becoming a parent: A grounded theory study. Qualitative Report19(24), 1–27.

If your last name starts with S through Z, use Article C.

Article C:

Christiansen, B., Borge, L, & Fagermoen, M. S. (2012). Understanding everyday life of morbidly obese adults-habits and body image. International Journal of Qualitative Studies on Health & Well-Being, 7, 1–9. https://doi.org/10.3402/qhw.v7i0.17255

MANAGEMENT AND INFORMATION SYSTEMS AND TECHNOLOGY

Week 3

If your last name starts with A through L, use Article A.

Article A:

Flynn, C. B., Smither, J. W., & Walker, A. G. (2016). Exploring the relationship between leaders’ core self-evaluations and subordinates’ perceptions of servant leadership: A field study. Journal of Leadership & Organizational Studies, 23(3), 260-271. https://doi.org/10.1177/1548051815621257

If your last name starts with M through Z, use Article B.

Article B:

Parboteeah, K. P., Seriki, H. T., & Hoegl, M. (2014). Ethnic diversity, corruption and ethical climates in sub-Saharan Africa: Recognizing the significance of human resource management. The International Journal of Human Resource Management, 25(7), 979–1001. https://doi.org/10.1080/09585192.2013.815251

Week 4

If your last name starts with A through L, use Article B.

Article B:

Parboteeah, K. P., Seriki, H. T., & Hoegl, M. (2014). Ethnic diversity, corruption and ethical climates in sub-Saharan Africa: Recognizing the significance of human resource management. The International Journal of Human Resource Management, 25(7), 979–1001. https://doi.org/10.1080/09585192.2013.815251

If your last name starts with M through Z, use Article A.

Article A:

Flynn, C. B., Smither, J. W., & Walker, A. G. (2016). Exploring the relationship between leaders’ core self-evaluations and subordinates’ perceptions of servant leadership: A field study. Journal of Leadership & Organizational Studies, 23(3), 260-271. https://doi.org/10.1177/1548051815621257

Week 5

If your last name starts with A through I, use Article A.

Article A:

Fu, N., Flood, P. C., Bosak, J., Morris, T., & O’Regan, P. (2015). How do high performance work systems influence organizational innovation in professional service firms? Employee Relations, 37(2), 209–231. https://doi.org/10.1108/ER-10-2013-0155

If your last name starts with J through R, use Article B.

Article B:

Chang, K., Hsu, C., Hsu, Y., & Chen, M. (2019). How green marketing, perceived motives and incentives influence behavioral intentions. Journal of Retailing and Consumer Services, 49, 336-345. https://doi.org/10.1016/j.jretconser.2019.04.012

If your last name starts with S through Z, use Article C.

Article C:

DeRue, D. S., Nahrgang, J. D., Hollenbeck, J. R., & Workman, K. (2012). A quasi-experimental study of after-event reviews and leadership development. Journal of Applied Psychology, 97(5), 997–1015. https://doi.org/10.1037/a0028244

Week 7


If your last name starts with A through I, use Article A.

Article A:

Cope, J. (2011). Entrepreneurial learning from failure: An interpretative phenomenological analysis. Journal of Business Venturing, 26(6), 604–623. https://doi.org/10.1016/j.jbusvent.2010.06.002

If your last name starts with J through R, use Article B.

Article B:

Cassia, L., De Massis, A., & Pizzurno, E. (2012). Strategic innovation and new product development in family firms: An empirically grounded theoretical framework. International Journal of Entrepreneurial Behavior & Research, 18(2), 198–232. https://doi.org/10.1108/13552551211204229

If your last name starts with S through Z, use Article C.

Article C:

Arando, S., Gago, M., Jones, D. C., & Kato, T. (2015). Efficiency in employee-owned enterprises: An econometric case study of Mondragon. International Labor Review, 68(2), 398–425. https://doi.org/10.1177/0019793914564966

NURSING

Week 3

If your last name starts with A through L, use Article A.

Article A:

Wollenhaup, C. A., Stevenson, E. L., Thompson, J., Gordon, H. A., & Nunn, G. (2017). Implementation of a modified bedside handoff for a postpartum unit. The Journal of Nursing Administration, 47(6), 320-326. https://doi.org/10.1097/NNA.000000000000048

If your last name starts with M through Z, use Article B.

Article B:

Falkenstrom, M.K. (2017).  A qualitative study of difficult nurse-patient encounters in home health care. Advances in Nursing Science, 40(2),168-183. https://doi.org/10.1097/ANS.0000000000000156

Week 4

If your last name starts with A through L, use Article B.

Article B:

Falkenstrom, M.K. (2017).  A qualitative study of difficult nurse-patient encounters in home health care. Advances in Nursing Science, 40(2),168-183. https://doi.org/10.1097/ANS.0000000000000156

If your last name starts with M through Z, use Article A.

Article A:

Wollenhaup, C. A., Stevenson, E. L., Thompson, J., Gordon, H. A., & Nunn, G. (2017). Implementation of a modified bedside handoff for a postpartum unit. The Journal of Nursing Administration, 47(6), 320-326. https://doi.org/10.1097/NNA.000000000000048

Week 5

If your last name starts with A through I, use Article A.

Article A:

Jamison, T.R., & Schuttler, J. O. (2015).  Examining social competence, self-perception, quality of life, and internalizing and externalizing symptoms in adolescent females with and without autism spectrum disorder: A quantitative design including between-groups and correlational analyses. Molecular Autism, 6(53), 1-16. https://doi.org/10.1186/s13229-015-0044-x

If your last name starts with J through R, use Article B.

Article B:

Lachs, M. S., Teresi, J. A., Ramirez, M., van Haitsma, K., Silver, S., Eimicke, J. P., & … Pillemer, K. A. (2016). The prevalence of resident-to-resident elder mistreatment in nursing homes. Annals of Internal Medicine, 165(4), 229-236. https://doi.org/10.7326/M15-1209

If your last name starts with S through Z, use Article C.

Article C:

Zelenikova, R, Beach, M., Ren, D., Wolff, E., & Sherwood, P. (2014).  Faculty perception of the effectiveness of EBP courses for graduate nursing students. Worldviews on Evidence-Based Nursing, 11(6), 401–413. https://doi.org/10.1111/wvn.12068 

Week 7

If your last name starts with A through I, use Article A.

Article A:

Scheepmans, K., Diercks de Casterie, B., Paquay, L. von Gansbeke H., & Milisen, K.  (2014). Restraint use in home care: A qualitative study from a nursing perspective.  BMC Geriatrics, 14, 17. 

If your last name starts with J through R, use Article B.

Article B:

Aburn, G., & Gott, M. (2014).  Education given to parents of children newly diagnosed with acute lymphoblastic leukemia: The parent’s perspective. Pediatric Nursing, 40(5), 243- 256. https://doi.org/10.1177/1043454211409585

If your last name starts with S through Z, use Article C.

Article C:

Tingsvik, C., Hammarskjöld, F., Mårtensson, J., & Henricson, M. (2018). Patients’ lived experience of intensive care when being on mechanical ventilation during the weaning process: A hermeneutic phenomenological study. Intensive & Critical Care Nursing, 47, 46–53. https://doi.org/10.1016/j.iccn.2018.03.004

PSYCHOLOGY AND COUNSELING

Week 3

If your last name starts with A through L, use Article A.

Article A:

Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand hygiene performance and beliefs among public university employees. Journal of Health Psychology, 20(10), 1263–1274. https://doi.org/10.1177/1359105313510338

If your last name starts with M through Z, use Article B.

Article B:

Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016). How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. https://doi.org/10.1037/apl0000046

Week 4

If your last name starts with A through L, use Article B.

Article B:

Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016). How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. https://doi.org/10.1037/apl0000046

If your last name starts with M through Z, use Article A.

Article A:

Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand hygiene performance and beliefs among public university employees. Journal of Health Psychology, 20(10), 1263–1274. https://doi.org/10.1177/1359105313510338

Week 5

If your last name starts with A through I, use Article A.

Article A:

Davies, B., Griffiths, J., Liddiard, K., Lowe, K., & Stead, L. (2015). Changes in staff confidence and attributions for challenging behaviour after training in positive behavioural support within a forensic medium secure service. Journal of Forensic Psychiatry & Psychology, 26(6), 847–861. https://doi.org/10.1080/14789949.2015.1072574

If your last name starts with J through R, use Article B.

Article B:

Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. https://doi.org/10.1037/a0039826

If your last name starts with S through Z, use Article C.

Article C:

Morillas-Romero, A., Tortella-Feliu, M., Balle, M., & Bornas, X. (2015). Spontaneous emotion regulation and attentional control. Emotion, 15(2), 162–175. https://doi.org/10.1037/emo0000016

Week 7


If your last name starts with A through I, use Article A.

Article A:

Lord, S., Després, C., & Ramadier, T. (2011). When mobility makes sense: A qualitative and longitudinal study of the daily mobility of the elderly. Journal of Environmental Psychology, 31(1), 52–61. https://doi.org/10.1016/j.jenvp.2010.02.007

If your last name starts with J through R, use Article B.

Article B:

Liu, J., McMahon, M., & Watson, M. (2015). Parental influence on child career development in mainland China: A qualitative study. The Career Development Quarterly, 63(1), 74–87. https://doi.org/10.1002/j.2161-0045.2015.00096.x

If your last name starts with S through Z, use Article C.

Article C:

Gonzalez, L. M., Stein, G. L., & Shannonhouse, L. R. (2012). Latina/o adolescents in an emerging immigrant community: A qualitative exploration of their future goals. Journal for Social Action in Counseling & Psychology, 4(1), 83–102.
https://doi.org/10.33043/jsacp.4.1.83-102

PUBLIC POLICY AND ADMINISTRATION

Week 3

If your last name starts with A through L, use Article A.

Article A:

Headley, A.M. & Wright, J.E. (2020). Is representation enough? Racial disparities in levels of force and arrests by police. Public Administration Review, 80(6), 1051-1062. 
https://doi.org/10.1111/puar.13225

If your last name starts with M through Z, use Article B.

Article B:

Onyango, G. (2020). Legislative oversight and policy-reforms in

“unsettled” political contexts of public administration. International Journal of Public Administration, 43(3), 213-228. 

https://doi.org/10.1080/01900692.2019.1627556

Week 4

If your last name starts with A through L, use Article B.

Article B:

Onyango, G. (2020). Legislative oversight and policy-reforms in

“unsettled” political contexts of public administration. International Journal of Public Administration, 43(3), 213-228. 

https://doi.org/10.1080/01900692.2019.1627556

If your last name starts with M through Z, use Article A.

Article A:

Headley, A.M. & Wright, J.E. (2020). Is representation enough? Racial

disparities in levels of force and arrests by police. Public Administration Review, 80(6), 1051-1062. 

https://doi.org/10.1111/puar.13225

Week 5

If your last name starts with A through I, use Article A.

Article A:

Kaufmann, W., Ingrams, A., & Jacobs, D. (2021). Being consistent

matters: Experimental evidence on the effect of rule consistency on

citizen red tape. The American Review of Public Administration51(1), 28–39.

https://doi.org/10.1177/0275074020954250

If your last name starts with J through R, use Article B.

Article B:

Bashir, M., & Hassan, S. (2020). The need for ethical leadership in

combating corruption. International Review of Administrative

Sciences86(4), 673–690. https://doi.org/10.1177/0020852318825386

If your last name starts with S through Z, use Article C.

Article C:

Bauer, Z., & Johnston, J.M. (2020). Who does it better? Comparing

immigration detention facility performance in an intergovernmental

and intersectoral context. Public Administration Review, 80(2), 244-258. https://doi.org/10.1111/puar.13127

Week 7


If your last name starts with A through I, use Article A.

Article A:

Agasisti, T., Agostino, D., & Soncin, M. (2020). Implementing performance measurement systems in local governments: Moving from the “how” to the “why”. Public Performance & Management Review, 43(5), 1100-1128. https://doi.org/10.1080/15309576.2019.1700806

If your last name starts with J through R, use Article B.

Article B:

Johnson, III, R.G., McCandless, S., & Renderos, H. (2020). An exploratory study of transgender inmate populations in Latin America. Public Integrity, 22(4), 330-343. https://doi.org/10.1080/10999922.2018.1557027

If your last name starts with S through Z, use Article C.

Article C:

Larson, S. (2020). Exploring how transit practitioners navigate  

nervousness. Public Administration Quarterly, 44(1), 31-68.

Wk4 8010 Disucssion

Wk4 8010 Disucssion

 There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose. 

There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose. 

Computer Base Module 3 – Reflection

Computer Base Module 3 – Reflection

 Please submit a minimum 1 page (single spaced) .  Based on your Module topics, what did you find new and interesting?  And what appeared to be a review?  Also, identify at least one discussion post you found interesting, helpful, or beneficial (and why). 

Overview & Learning Objectives

Topics covered in this Module

  • Cluster analysis
  • K-means clustering
  • Association rules
  • Text Mining
  • Word clouds
  • Statistical inference
  • Selecting a sample
  • Point estimation
  • Sampling distributions
  • Interval estimation
  • Hypothesis tests
  • Big data
  • Sampling error

Learning Objectives

 By the end of this module, students should be able to:

  • Explain concepts:
    • cluster analysis
    • centroids linkage
    • k-means clustering
  • Describe association rules and market basket applications
  • Explain word clouds
  • Discuss text mining and unstructured data
  • Apply k-means clustering
  • Compute cluster centers
  • Calculate confidence intervals using Excel
  • Calculate descriptive statistics using the Data Analysis Toolpak in Excel
  • Conduct one-tailed and two-tailed hypothesis tests in Excel
  • Calculate p-values and determine whether the null hypothesis should be rejected

EdD Capstone Rubrics and Checklists by Stage

EdD Capstone Rubrics and Checklists by Stage

Revised EdD Rubrics and Checklists…Can you explain clearly what forms are required when?

The stages and timing of the University Research Review process have not fundamentally changed; only the   documents have changed. However, the following outline may help clarify.

Proposal Writing Stage

Student: Complete the proposal and the appropriate Doctoral Study Checklist by identifying the page number where items are located in the proposal. Use the comment blocks to provide any clarifying information for the reviewers.

Student: Submit the proposal and Doctoral Study Checklist to the Committee Chair.

Committee Chair: Review the proposal and the Doctoral Study Checklist and evaluate the proposal.

  • If the proposal is assessed as not ready for committee review based on the criteria in the Doctoral Study Minimum Standards Rubric, the Committee Chair provides feedback to the student using the Checklist and/or the Doctoral Study Minimum Standards Rubric (depending on the nature of the feedback).
  • If the proposal is assessed as ready for further review, the Committee Chair forwards the proposal, the Doctoral Study Checklist, and his/her completed Doctoral Study Minimum Standards Rubric to the Committee Member for review.
  • Once the Committee Chair and Committee Member agree that the proposal has met all the Doctoral Study Minimum Standards Rubric criteria (items 1-8 of the 10 criteria), the proposal is ready for Committee URR review. The Committee Chair then forwards to the Committee URR: 1) proposal document; 2) Turnitin Report; 3) the completed Doctoral Study Checklist completed by the student and with any comments by the committee Chair and/or Member; and 4) the Doctoral Study Minimum Standards Rubrics completed by each member indicating that the applicable standards have been met (it is best to keep the history of comments to the student for Committee URR to review as well).

Doctoral Study Writing Stage

Student: Complete the doctoral study and extend the Doctoral Study Checklist by identifying the page number where items are located in the final doctoral study. Add directly to the checklist used for the proposal, when possible. Use the comment blocks to provide any clarifying information for the reviewers.

Student: Submit the completed doctoral study and Doctoral Study Checklist to the Committee Chair.  

Committee Chair: Review the final study and the Doctoral Study Checklist and evaluate the final study.

  • If the study document is assessed as not ready for committee review based on the criteria in the Doctoral Study Minimum Standards Rubric, the Committee Chair provides feedback to the student using the Checklist and/or the Doctoral Study Minimum Standards Rubric (depending on the nature of the feedback).
  • If the final study is assessed as ready for further review, the Committee Chair forwards the study, the Doctoral Study Checklist, and a completed Doctoral Study Minimum Standards Rubric to the Committee Member for review.  
  • Once the Chair and Committee Member agree that the final doctoral study has met all the Doctoral Study Minimum Standards Rubric criteria (all of the 10 criteria), the doctoral study is ready for Committee URR review. The Committee Chair then forwards to the Committee URR: 1) final doctoral study document; 2) Turnitin Report; 3) the completed Doctoral Study Checklist completed by the student and with any comments by the committee Chair and/or Member; and 4) the Doctoral Study Minimum Standards Rubrics completed by each member indicating that all standards have been met (it is best to keep the history of comments to the student for Committee URR to review as well).

Final Study Stage/Post-Oral Defense (pre-CAO review)

Committee Chair and Committee Member:

  • Chair forwards the  final study document and final quality rubric from each committee member directly to the URR, while copying doctoralstudy@waldenu.edu

Committee URR:

  • Forwards review (brief statement to chair, final document, and final quality rubric—indicating if approved for CAO review) to committee chair, while copying doctoralstudy@waldenu.edu

Deviance In Sport

Deviance In Sport

Introduce the topic – History and Background Information – 2 – Citations

Lit Review – Current Research on the topic – APA Version 6 Citations – 3- Citations

Facts- Research Driven Detail

Discussion of the facts – APA Citations – Use the introduction and the literature review citations to build this sections

Understandings – How your knowledge has been enhanced from your readings

Reflection – How the facts of the research has enhanced or changed your feelings

Deviance In Sport

Deviance In Sport

Introduce the topic – History and Background Information – 2 – Citations

Lit Review – Current Research on the topic – APA Version 6 Citations – 3- Citations

Facts- Research Driven Detail

Discussion of the facts – APA Citations – Use the introduction and the literature review citations to build this sections

Understandings – How your knowledge has been enhanced from your readings

Reflection – How the facts of the research has enhanced or changed your feelings

code of ethics

code of ethics document may outline the mission and values of the business or organization, how professionals are supposed to approach problems, the ethical principles based on the organization’s core values and the standards to which the professional is held. 

The Assignment

Why is it important for a profession to have a code of ethics? Look through different comic strips in your local paper and online.  As you locate (5) comics that speak to ethics, morals and values, pertaining to education, scan them onto a word document and submit them with a paragraph about why you think why every organozation needs a code of ethics.  Why is this important? 

Example: Image result for peanuts comic strip on education

Lesson Plan Two

Lesson Plan Two

TITLE: Lesson Plan Two

Introduction: Creating developmentally appropriate lesson plans involves more than “cute” or “fun” activities.  It requires immersing the environment with learning materials focused on the study topic and using learning standards to demonstrate children’s learning.

The Assignment:

  1. Create a developmentally appropriate lesson plan based on children’s interests and supported with learning outcomes from the age-appropriate NC Standard.
  2. Use the attached forms to complete the plans, there is an attached PowerPoint and audio file to assist you.
  3. The plan must be approved by your supervising teacher before you set up a date to teach it in your classroom

Grading Criteria

  1. 10 points for study topic that is developmentally appropriate
  2. 10 points for materials and supplies that support learning
  3. 10 points for listing specific Developmental Indicators.
  4. 10 points Group Time, Story Time, Small Group Activity is developmentally appropriate and supports learning.
  5. 10 points for Goals listed from NC Foundations for Early Learning and Development..
  6. 10 points Lesson Plan Form 1 materials list is complete and items support learning.
  7. 10 points activities support the Goals and Developmental Indicators listed.
  8. 10 points for Extension activities are appropriate and detailed.
  9. 10 points for 3 open ended questions that support deeper learning.
  10. 10 points for spelling and grammar.

Resources  Review attached Power Point slides for detailed instructions.See sample forms under Resources>Useful Links for this Class>Lesson Planning AssistanceLink to NC Foundations for Early Learning and Development NCFELD

Information

Information

As you will read in chapter two, IDEA is the federal statute that governs special education and the implementation of it in schools. It was first passed in 1975 (P.L. 94-142) and has gone through several revisions (amendments) since then, with the latest one being the 2004 amendments that were agreed upon only after a good bit of debate from many interest groups. IDEA is a far reaching and very comprehensive law that shapes the special educator’s moment to moment practice, but also has a lot of impact in the regular education setting due especially in part to the LRE mandate. Please consider and contemplate this as you answer the discussion question below.

Question: In what ways do you feel and see the effects of special education legislation in the course of your school day? In other words, where do you see IDEA in effect and how does it influence your practice

NEED IN 10 HOURS Or LESS

NEED IN 10 HOURS Or LESS

What data is shared with you at the beginning of the school year both that is system-wide and at the individual student level? What data is not as accessible as you would like? What would it take to change that? If you are not currently teaching in a school, what would you hope to learn about each student in your classroom before the beginning of the school year? 

Reflection 1

Reflection 1

Your reflection should be no shorter than 900 words. It needs to be double spaced using 12 times new roman font with 1 inch margins all around. The cover page does not count toward the minimum length.

As you read each chapter make notes about what you think are the main themes and ideas. You must include at least 3 concepts in every reflection. Particularly make note of points about which you feel strongly, either positively or negatively. Try to write your responses as soon as possible after you have read the chapter, even if you have to go back and modify your reactions after the topic has been discussed with the instructor or your peers. If you wait too long, you may forget the ideas and opinions about a given topic.

One half of the reflection should be a summary of the concepts you feel are the most important. You should demonstrate that you have knowledge of each concept by giving examples and details. The other half should consist of your personal thoughts and opinions about the information and ideas you write about.

Discussion Board Module 6

Discussion Board Module 6

The Prompt: Respond to the following discussion question for this module:

You will need the following resource for this post:

United States Department of Agriculture. (2011). Let’s Eat for the health of it: Choose My Plate Brochure. Available from http://www.choosemyplate.gov/food-­‐groups/ downloads/MyPlate/DG2010Brochure.pdf

Center for Disease Control. (2012). Winnable Battles: Nutrition, physical activity and obesity. Available from http://www.cdc.gov/WinnableBattles/Obesity/index.html

Study the brochure for the new My Plate Food Guidelines. This system is a revised version of the previous food pyramid system created in response to research and growing public concern over obesity, which has been deemed a “Winnable Battle” by the Center for Disease Control. Review the website “Winnable Battles: Nutrition, Physical Activity, and Obesity.”

Using information from these resources, outline five ways that the battle with obesity can be won. What specific changes can early childhood programs make to support healthy eating?

Current Article Summary # 2

Current Article Summary # 2

For this summary, choose a current news article that relates to any of the topics cover in Chapters 4-7. Summaries should be written in a Word Document file. Google docs and other formats will not be accepted.

From the Syllabus: You are responsible for (3) three Current Issues Article Summaries. You will choose a current news article that relates to the journal prompt given. For the article you choose, you should write your summary in the following format:

Article Title:  Write the title at the top of your page.

Reference:  Cite the article (Chicago Manual of Style) and include the following: Title article; author; source (where you got it from); date retrieved or published. If appropriate include a http:// link.

Summary:  Write a summary paragraph, in your own words, about the article. You can’t copy verbatim from the article. Doing so will result in a grade of “0.” Only two quotes may be used in your summary.

Significance: Write at least 3-4 sentences discussing why you chose the article and how it relates to concepts/topics we have engaged with in class. Think about who this event impacts and how. Explain why it is significant or provide your opinion about the topic.

Three Questions: You will need to pose (3) three relevant questions about the article as it relates to concepts/topics we have engaged with in class. TO BE CLEAR – YOU ARE GENERATING ORIGINAL QUESTIONS! You are not answering questions at the end of the chapter, nor are you copy/pasting questions from the reading. These are questions you would like answered or questions that you could ask your classmates. These questions will be utilized for your final journal project.

The article you choose must not have been published more than two (2) years ago and be a minimum of five paragraphs (25-30 sentences.)  You may choose your article from a number of sources. They may come from newspapers, weekly news magazines, professional news sources or academic journals located on the internet. *  You may not repeat use of the same source that you used for the previous current event assignment.

Current Issue Discussion # 2

Current Issue Discussion # 2

1) Title of their article with https:// link;

2) Brief 2-3 (more if needed) sentences about the article, its significance and relation to a class concept;

3 ) Respond to at least (1) one of their classmates’ original posts with a substantive comment.

You are responsible for (3) three Current Issues Discussion Board posts each worth (5) five points. 

*Topics should be related to Chs. 4-7 in your text

Journal 4 EDU 284

Journal 4 EDU 284

Introduction
This journal assignment will help you reflect the classroom environment and daily schedule. Think about the arrangement of the classroom and the flow of the daily schedule. Do the children have free access to all materials and supplies they need? Does the flow of the schedule allow ample time for freeplay and small group activities? What recommendations would you make to ensure quality learning opportunities were in place?
The AssignmentComplete the Reflective Journal assignment using the topic assigned.The journal must be a minimum of 3 paragraphs, each paragraph must be a minimum of 10 sentences in length. The first paragraph should contain a description of the event, activity, or interaction that pertains to the topic.  Be specific and detailed to give a clear understanding of the event, activity or interaction you have selected.The second paragraph should contain one NAEYC Sub-Standard (ex. 4b) from the standard summary document that is attached to the assignment.  You should reflect upon how this sub-standard is applicable/appropriate to the first paragraph.  Give detailed information that relates the NAEYC sub-standard you selected to the event, activity, or interaction from the first paragraph.The third paragraph is your chance to reflect on the event, activity, or interaction. As you reflect, think about what you learned, what could have been done better or differently, or what went exceptionally well.  Perhaps this will cause you to change your practice with children and families.  Remember this is your chance to respond honestly and think about your role as an early childhood professional. How have you grown as a professional? These are all suggested to help you reflect, it is not necessary to include all the suggestions in your reflective paragraph.Journal TopicThink about the schedule and the classroom arrangement in your practicum site.  How does the schedule and the environment assist children with their behaviors? How does the schedule and the environment act as the third teacher?  Do the children have enough time to engage in learning centers?
Grading Criteria 

  • 20 points are deducted if an NAEYC Sub-Standard is not included in the second paragraph.
  • 20 points are deducted if the sub-standard is included but it is not relevant to the event, activity, or interaction.
  • 10 points are deducted if three paragraphs are not included
  • 10 points are deducted if the minimum 10 sentence requirement is not met in all three paragraphs.
  • 15 points are deducted for spelling and grammar
  • 25 points are deducted if the event, activity, or interaction does not relate to the given topic.   

Resources   NAEYC Standards Summary

Journal 4 EDU 284

Journal 4 EDU 284

you

Introduction
This journal assignment will help you reflect the classroom environment and daily schedule. Think about the arrangement of the classroom and the flow of the daily schedule. Do the children have free access to all materials and supplies they need? Does the flow of the schedule allow ample time for freeplay and small group activities? What recommendations would you make to ensure quality learning opportunities were in place?
The AssignmentComplete the Reflective Journal assignment using the topic assigned.The journal must be a minimum of 3 paragraphs, each paragraph must be a minimum of 10 sentences in length. The first paragraph should contain a description of the event, activity, or interaction that pertains to the topic.  Be specific and detailed to give a clear understanding of the event, activity or interaction you have selected.The second paragraph should contain one NAEYC Sub-Standard (ex. 4b) from the standard summary document that is attached to the assignment.  You should reflect upon how this sub-standard is applicable/appropriate to the first paragraph.  Give detailed information that relates the NAEYC sub-standard you selected to the event, activity, or interaction from the first paragraph.The third paragraph is your chance to reflect on the event, activity, or interaction. As you reflect, think about what you learned, what could have been done better or differently, or what went exceptionally well.  Perhaps this will cause you to change your practice with children and families.  Remember this is your chance to respond honestly and think about your role as an early childhood professional. How have you grown as a professional? These are all suggested to help you reflect, it is not necessary to include all the suggestions in your reflective paragraph.Journal TopicThink about the schedule and the classroom arrangement in your practicum site.  How does the schedule and the environment assist children with their behaviors? How does the schedule and the environment act as the third teacher?  Do the children have enough time to engage in learning centers?
Grading Criteria 

  • 20 points are deducted if an NAEYC Sub-Standard is not included in the second paragraph.
  • 20 points are deducted if the sub-standard is included but it is not relevant to the event, activity, or interaction.
  • 10 points are deducted if three paragraphs are not included
  • 10 points are deducted if the minimum 10 sentence requirement is not met in all three paragraphs.
  • 15 points are deducted for spelling and grammar
  • 25 points are deducted if the event, activity, or interaction does not relate to the given topic.   

Resources   NAEYC Standards Summary

Leading With Purpose: Beginning With The End In Mind

Leading With Purpose: Beginning With The End In Mind

Part of being a leader is to look critically at yourself to identify your strengths and areas of opportunities for growth. In the last topic, you reflected on your professional dispositions as a leader. You will now reflect on your experience in performing the roles and responsibilities of a successful school leader.

Perform a self-assessment using the rubric portion of the “Instrument for Measuring Leadership Effectiveness.” Referencing your self-assessment, write a 250-500 word narrative discussing the following:

  1. Three or more individual professional leadership skills from the self-assessment that you would like to develop further as you prepare for a career in educational leadership, explaining why you selected them.
  2. The professional requirements in your state for becoming a licensed school administrator and your expected timeline for achieving them. (NOTE: If you are in the Educational Leadership program and not seeking licensure, please explain this in your narrative and you may exclude the licensure requirements and steps.)
  3. Two or more professional organizations or journals you would like to join or subscribe to (or have already joined/subscribed) to help you with your ongoing professional development as a school leader.

APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Research Essay Prompt

Research Essay Prompt

This project is an exploration of canon formation – specifically, the ways in which some literary works are considered “major” while others are marginalized as “minor” or even “unimportant.”  You will no doubt have noticed that while there are, indeed, women writers actively engaged in their craft during the timeframe of our course, they have not generally been included in this rather sparse reading list, and they are not often accorded a major place in the so-called “canon” of literature in most anthologies of Medieval and Renaissance British literature.

Your task, then, will be to select a particular work by a woman writer from the time space of the course (A.D. 800-1774 England) and write a paper that

A) presents a brief account of the writer’s career within the context of her time (as an introductory movement; you are not writing a biography here),

B) provides a detailed analysis of one of her works in a variety of manners:

     1) in relation to the social, political, and/or religious events of her time (new historicism),

     2) an exploration of the literary and/or rhetorical tropes used in the work (a close, text-based analysis), and

     3) an analysis via a defined literary theory of that work,

and

C) argues for its inclusion in (or exclusion from) the canon of major British works of literature.

The essay is to be a minimum of 3000 words in length, follow MLA format (heading on first page – no cover sheet), and include a works cited page and parenthetical citations, using sources to support your analysis and evaluation of the work and author.  Be aware that the matter of MLA requirements (the header, the first page information, the title, and the work cited entry list, which must consist of 5-7 sources [including the primary source analyzed]), do not count toward the required length for this assignment; any particularly large quotations (especially block quotations) also are not part of the required word count.  

Via email, by the deadline for submitting the research essay, you MUST have emailed to me digital copies of all source material used, with the passages / information appearing in the essay clearly marked (i.e., highlighted).

You may choose any individual work by one of the following female authors:

JULIAN OF NORWICH

MARY HERBERT, COUNTESS OF PEMBROKE

ELIZABETH I

AEMILIA LANYER

APHRA BEHN

MARY ASTELL

LADY MARY WORTLEY MONTAGU

ELIZA HAYWOOD

FRANCES BURNEY

MARY WOLLSTONECRAFT

Grade Rubric

Your submission must be an original, unique, self-produced work complying completely with MLA requirements regarding both formatting and citations It also must meet all minimum requirements.  Otherwise, it earns an automatic zero; any evidence of plagiarism will result in an F in the class.

MECHANICS–You are expected to proofread effectively and accurately. Any essay submitted with surface errors will have the result of a reduction of the grade by 5 points per each instance of any error compared the grade it would have earned for content without the errors. And, yes, commas matter, even the ones before conjunctions in lists.  Simply consider this class writing assignments as exercises in the correct use of the Oxford comma.

MLA– assumed knowledge at this point.  Formatting (whole essay, first-page information, header, margins, quotations [block and internal to sentences corrected for grammar]), parenthetical citations, and works cited entries are all things you are expected to know how to do. Errors in MLA formatting will result in a minimum of 10 points being deducted from the overall grade of the assignment.  Errors in citations and/or works cited entries will result in an automatic zero for the assignment with no option for correction and resubmission.

CONTENT

1) present a short account of the writer’s career within the context of her time (10%)

2) provide an original, three-tiered analysis of one of her works (60%)

3) argue for the inclusion or exclusion of the work from the canon of British literature (20%)

4) have a useful introduction setting up a provable thesis, transitions, attributive tags to source materials that serve the overall effort of the essay, and a reasoned and viable conclusion based upon the evaluation and analysis committed in the body of the essay (10%).

This may help with your research essay.

  • A literary theory is a lens or a filter a critic uses to analyze a text. It gives the critic the filter that they can use to engage the text and parse meaning and / or significance. 
  • Deciding what literary theory to use requires that the reader / critic read the text first to determine what theory or theories might be fruitful when applied to the text to be analyzed.
  • There is no “right” or “wrong” literary theory. It’s what the critic does with it that matters.  As a starting critic, finding one that works requires thinking about what you as the reader, noticed in the text to be analyzed.

As an example, think how you would engage something like Harry Potter and the Half-Blood Prince:

      If you’re interested in how Hermione acts / speaks / is represented, you might look to something like Feminist or Gender Theory, as it might give you a way to discuss the female character.

      If you’re interested in the story arc or the plot, you might look at Structuralism or Formalism, both of which allow you to engage with structural / plot issues.

      If you’re interested in how the novel teaches lessons, you might look at Reader-Response Theory, as it is about what the author brings to the text and what the reader brings to the same text and how that works.

 It’s the same novel, but there are a variety of potentially fruitful literary theories.  Those are just a few.

 Remember that context (in your essay, it’s a particular literary theory that will allow both you and your reader to contextualize the novel) is New Historicism (an engagement with the text in relation to when it was written or produced).

Your literary analysis isn’t about context; it’s about establishing a way of engaging the text to establish value and meaning.

Journal 4

Journal 4

 This project is an exploration of canon formation – specifically, the ways in which some literary works are considered “major” while others are marginalized as “minor” or even “unimportant.”  You will no doubt have noticed that while there are, indeed, women writers actively engaged in their craft during the timeframe of our course, they have not generally been included in this rather sparse reading list, and they are not often accorded a major place in the so-called “canon” of literature in most anthologies of Medieval and Renaissance British literature. 

Questions

Questions

Do you feel like you have all the time in the world to do what you want?From your childhood, are there experiences that stand out?Did you have a favorite holiday and why?Are you responsible for your own life?Do you have a plan?Can we still have a good life like our parents or grandparents?Does your success depend on if you have a degree from a university ?Do you feel pressure to take a certain path in life?Have your friends been good or bad influencers in your life?Are their times you felt you had to stand up against authority?Are you anxious to grow up or not?Can you accept advice or do you need to experience it yourself?Can you stand up against peer pressure?Are there any adults that you respect and confide in?Is home a safe place for you to ask questions?Do you have opinions that differ from your family?

Information

Information

Our issue to discuss this week is how social media has impacted the recruiting of prospective student-athletes to colleges and universities. While social media has provided an additional avenue for coaches and prospective student-athletes to engage in conversation, it has also provided coaches additional insight into a prospective student-athlete’s personality and off-the-field conduct.

Please develop a DB post this week addressing whether it is appropriate for colleges and universities to monitor the social media use of student-athletes they are recruiting. Additionally, please explain how you would handle a situation where your top recruit was behaving in an inappropriate manner on social media.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Please note…there ARE NO REQUIRED RESPONSES TO CLASSMATES due in week #3.  Please focus your attention on Assignment #3, “West Virginia University Recruiting Infractions Case.”  In other words, you are only required to make your own initial DB post…no reflections/questions/comments to your classmates.  I will respond, but not with questions…only with an assessment of your thoughts, so you do not reply to my posts either.  

References

The ‘Social’ Science of Recruiting (ESPN, January 26, 2016). Retrieved from http://www.espn.com/college-football/recruiting/story/_/id/14646545/social-media-becomes-powerful-aide-dangerous-connection-recruiting

Promotional Program Budgeting

Promotional Program Budgeting

Some very successful companies have gained sales and market share by increasing their advertising budgets during a recession. Explain why this could be a successful strategy. 

Topic 7 DQ 1

Topic 7 DQ 1

 Please answer the questions separately

1. Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.

2.  It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes? 

Evaluation Framework

Evaluation Framework

In order to plan a program evaluation, we must first understand the program and the needs of the population served. 

 For this assignment, you will compose the following components: 

  • Identify and describe a child protection program in your community (you may use the program described in Discussion Post #2). 

Program:  Texas Department of Family and Protective Services

  • What is the mission of the program and specific population served?
  •  
  • What services does this program provide?
  • In what way does this particular program address a significant need in the community? Make sure to cite the relevant literature to support the need for the program. 
  • In what way(s) would the program benefit from an evaluation?
  • If you were hired as an external evaluator to evaluate this program, what are some initial steps you would take to plan this evaluation?

Discussion Questions

Discussion Questions

questionDo you have a plan for your future?Are you comfortable with meeting new people?Do you find yourself comparing yourself to others?Do you find yourself restricted to what society expects of you?Are you confident when you walk into a room?Are you able to hold your own in a discussion?Do you feel peer pressure when it comes to your appearance?Do you feel sisterhood with others?Have you felt pressure from boys?Are there any males in your life that make you feel safe?Do you feel you can become whatever you want in your life?Can you envision yourself in the future as a grownup?Do you feel safe in your daily life?Can you discuss freely ideas with family or friends?Do you feel like there are double standards when it comes to rules for boys and girls?Does your family have certain expectations of you?

Discussion Questions

Discussion Questions

  • In some cultures they wear black for 1 year when someone they love dies, do you think this is a good ritual? What do you do to show respect for those who have passed away?
  • Globalization is inevitable – how can we make sure people who don’t want to participate can preserve their culture?
  • How do you know if something is “normal”?
  • It’s a very different culture. What do people need to know when they move to Thailand?
  • I am a mixed-raced child. Will any country ever accept me as one of their own?
  • Have you ever encountered a food that was hard to swallow but you didn’t want to offend someone?
  • What’s the best way to experience a new culture for you?
  • What would be disrespectful in one culture but okay in another?
  • As a woman, would you be willing to wear traditional Moslem clothing and withstand the restrictions on women while traveling in a Moslem country?
  • What elements of a culture do you look forward to when traveling?
  • Do you think cultures can learn from each other?
  • How do you blend in when you are trying to experience a new culture?
  • What makes up a culture?
  • What makes a culture better than another culture?
  • Is it fair to judge someone’s culture good or bad?

Discussion Questions

Discussion Questions

If you could ask the president one question, what would you ask?If you could meet (CHARACTER FROM BOOK YOU’VE READ), what is one question you would ask him/her?If you could ask (HISTORICAL FIGURE) one question, what would it be?If you could ask (FAMOUS INVENTOR) one question, what would you ask?If you could ask your principal just one question, what would you ask?If you could ask (INSERT TEACHER NAME) one question, what would it be?If you could ask (CELEBRITY) just one question, what would it be?If you could ask your family pet one question, what would it be?

understanding of management and leadership.

In this project, you will demonstrate an understanding of management and leadership. You will be exposed to various leadership skills and styles. After reading the project’s case scenario, you will apply what has been learned to make recommendations for a new position at Tasty Products. Keep in mind that this project is a research project and not an essay. The student is expected to make significant use of course materials.  

Your completed project will be 5-6 pages in length, excluding its title and reference page.    

Outcome Met by Completing This Assignment

  • Demonstrate leadership skills by communicating a shared vision, motivating, and empowering others, and creating a culture of ethical decision-making and innovation.

How to Set Up the Paper

  • Create a Word or Rich Text Format (RTF) document that is double-spaced using 12-point font.  
  • Create an APA compliant title page to include: project title, date, course number, section numbers, student’s name, and instructor’s name.

Scenario 

Tasty Products, a billion-dollar multinational company, has for more than 25 years has developed, produced, and distributed organic food products to major retailers (e.g., Whole Foods; Costco, Safeway) throughout the United States. These products are noted for their salutary effects, including stable blood glucose levels. Tasty Products has recently decided to launch a new line of products. 

It will develop, produce, and distribute all-naturally flavored protein bars to its new and existing clients. This new line of all-naturally flavored protein bars will necessitate establishing a new division to develop, produce, market, and distribute the product. A new Executive Vice President will need to be selected to establish and lead the new division.    

Your company, Wiz Consultants, has been retained to help Tasty Products’ Human Resources Director make the final selection from the candidates she has previously interviewed and narrowed to three (3) possibilities. She has prepared a detailed written profile for each candidate.   

Tasty Products’ Human Resources Director has explained to you that she has been directed to find the best person to establish and run the new division. The Human Resources Director further explained that the protein bar industry consists of many well-established companies. Accordingly, the ideal candidate will need to learn quickly and handle many complex leadership and management tasks. 

These complex management and leadership tasks include the following: developing innovative strategy, creating well-made products, effective product marketing, developing and managing the processes and procedures for employees to follow, and creating and articulating a clear vision for the new division. Strong leadership will be the key to the all-naturally flavored energy bars success. 

The Executive VP will be the face of Tasty Products’ new brand to existing and prospective clients (e.g., Whole Foods, Safeway, Costco, and the like). The key to success with existing clients and prospective clients will be the ability to communicate to them, “What makes Tasty Products naturally flavored protein bars special.” The new Executive VP must be viewed as a person of integrity and an innovative problem solver. 

The Executive VP must be seen by current employees and newly hired employees and their managers, who will all work in the new division, as a leader who understands and supports the culture, values, and traditions of Tasty Products. In a short period of time, Tasty Products’ leadership expects the new Executive VP to have met the leadership and management expectations discussed above and have the new division running efficiently and productively.   

In summary, Tasty Products desires that the new Executive VP for the Energy Bars Division have the array of excellent management and leadership skills necessary to lead the new division. 

Your specific role is to analyze the candidate profiles that follow and answer the specific questions (as identified below the last candidate profiles) the company’s management has asked you.  

Candidate Profiles  

T.J. Max

T.J. has spent the past 13 years working for Star Lite Foods, a mid-sized, $220 million in annual sales, vegetarian food distribution company, headquartered and operating its largest facility in Arizona. She started with the company working on the production line that selected the vegetables suitable for distribution throughout the western section of the United States. For the next 4 years, she worked in a variety of management jobs overseeing production.  

T.J. then worked for 7 years as a Regional Manager in Idaho, responsible for increasing the production of vegetables on farms that Star Lite used as sources for vegetables needed for their own vegetable production. During her run as a Regional Manager, she was responsible for making visits to farms to help each farm in the Safe Lite network develop a business plan. The focus of these business plans was to help each farm develop a vision, mission, and general operations plan to help ensure production was stable.   

T.J. credits her success in that role to her ability to get local farmers to work together instead of independently. She created a program, Community Communications, to keep farmers up to date on farm news affecting the region and encourage cooperative relationships. T.J.’s staff set up a blog and website and expanded social media channels to supplement her Community Communication initiative. These enhancements enabled the latest up-to-date sources of information for farming-related issues and encouraged the cooperative development of strategic goals and plans.  

T.J. was promoted and has served for the past 3 years as Star Lite Foods Vice President of the New Product Design and Marketing Department. She proposed focusing on making quality products that can be sourced from local vendors. She stated that once established the company could initiate a move to being more environmentally and attentive to the well-being of consumers. T.J. has long advocated for natural products whenever possible and the need for more nutritious and healthy food lines. Management sees T.J. as clever and creative.

T.J. proudly stated that she likes to surround herself with good people. T.J. indicated she likes to delegate because she feels her team of workers needs the freedom to make decisions. She feels people produce more and like work better without strict guidance. She is hands-off. T.J. boasted that the team was instrumental in helping Star Lite obtain a double-digit increase in market share. 

T.J. is well-liked by her employees. She communicates what is important and has a good sense of timing. They, at times, describe her as distant, but when they seek her judgment or she offers an opinion, they respect it. T.J. is very open to conversations with others and is known to be truthful and subtle. She often indicates she’d like to think about the issue or question before she answers, but she always follow-ups, even if it is a day or so later. T.J. likes people. T.J. will not tolerate employees that don’t work well with others, and she is very comfortable working with everyone.  

T.J. is confident that her hard work to advance her career and track record in various complex jobs make her capable of taking on the new role. T.J. earned her B.A. in Business in a part-time program at a local college in Idaho. 

L.L. Bean 

L.L. started Bean’s Frozen Heath 15 years ago. L.L. started Bean’s Frozen Heath in his basement. The company distributes its products throughout the United States and Canada. Sales are currently $360 million annually. Tasty Products agreed to purchase Bean’s Frozen Heath. L.L.’s innovation in moving his standard selling of freshly produced vegetarian products to local supermarkets and specialty food stores, to frozen and pre-packaged goods where he could market and sell throughout the US and Canada led to rapid growth — both in terms of sales and employees, which currently exceed 250. 

He was known for his charismatic leadership style and hands-on management. Although popular with employees and managers, he was known to be focused and driven. His primary areas of focus were strategic planning, marketing, and product development. Employees characterized L.L.’s company as a pleasant place to work and one where they were treated fairly. 

L.L. agreed to stay in a leadership capacity with Tasty Products for 3 years, but his exact role has yet to be determined. He thinks leading this new division would be a good fit.

L.L.’s agreement makes accommodations for several key managers and key employees (sales, marketing) to work for Tasty Products. Their roles have yet to be decided, but L.L. would have a say in that. The relationship among these key employees is informal; everyone calls each other by their first names, and they like to talk about business and work well together. L.L. indicated that he expects everyone to jump in when a task needs to be done. 

L.L. often says, “There are thinkers, and there are doers. Doers get the job done. If we make mistakes, we’ll fix them. Perfection is the enemy of the good. And, in business, to stay ahead of the competition, taking risks is necessary.” He sees himself as a doer and driver of others. L.L. frequently held town hall meetings to rally the troops and communicate a vision. He is forthright and blunt in his one on one. Often there seems to be little reflection before he speaks.    

L.L. admitted that while he depends on the people that comprise Bean’s Frozen Health, he likes to be immersed in the business and always wants to stay informed as to what is happening within every department. He likes to walk around and chat with people, although he does not like to waste his time or the time of others.

He also shared that he has limited formal educational experience with marketing since as the company grew, he used in-house personnel and top-of-the-line marketing firms. Still, since he has been leading Beans’ Frozen Health through its growth stages, he could easily manage Tasty Products’ new venture. He boasts that he is a proven innovator and entrepreneur.  

As a proven innovator and entrepreneur having started and built a large company, L.L. feels confident he is the best candidate. L.L. dropped out of college in his senior year to pursue his business. 

J.C. Penney

J.C. started his role at Tasty Products 12 years ago. Based on his prior 18 months of experience overseeing production for a small ($1m) in annual sales protein bar company, J.C. was hired as a production manager at Tasty Products San Diego facility. His detail-oriented efficiency became widely known throughout Tasty Products. For the past 4 years, he has been working for Tasty Products as the Deputy Director of quality control and all products throughout the U.S. and Canada. He focuses on helping ensure all-natural and organic products are environmentally friendly and appeal to consumer price points.     

J.C. is highly regarded within the employee ranks as a fair manager. He applies policies and procedures in a very even-handed manner. J.C., at times, can be seen as distracted by the details of production and quality and tends to get deeply involved in other areas of line operations. He has led many committees to plan new product development and distribution but has not yet been delegated those tasks as a recurring part of his current role. J.C. has hired a group of highly educated employees.

J.C.’s employees comment that he seeks a lot of data before rendering an opinion or a direction to follow. J.C. is known to be ethical and trustworthy. He never reacts immediately to what is being said and likes to research most things before he replies. J.C. likes to say, “the devil is in the details.”

He holds monthly staff meetings, but generally, these are with specific groups on specific topics that he asked certain employees with expertise in those areas to report on the meetings. Management places a great deal of confidence in what J.C. suggests and recommends.  

J.C. sees himself as both a manager and a mentor who focuses on employee development. For example, J.C. provides very hands-on guidance in the technical areas of production and quality control and expresses exactly what he’d like to see the end product or report look like. J.C. is seen as a deep thinker who acts when he is certain of the next step. He is known to be someone management can rely on to solve complex technical issues. His opinions, however, in all aspects of the company are valued by management.

J.C. admitted he does not have any marketing or sales experience. Still, he has had a role in overseeing committees that made recommendations in those areas, including developing the new naturally flavored protein bar line. He has a strong desire to see the company become a leader in the protein bar market.

J.C. noted in his cover letter that although he has more hands-on experience in some areas of the new Executive VP role than others, he believes, nonetheless, he would be a good fit for the new position because he is committed to Tasty Products. He understands the company’s vision, mission, and core values. J.C. stated he had demonstrated the managerial and leadership skills to guide the team to success. 

J.C. believes his proven record at Tasty Products, his engineering background, and advanced education, as well as the respect he is accorded by employees and management at Tasty Products, make him an ideal candidate for the new role. J.C. has a degree in electrical engineering from Penn State and an MBA from Wharton. 

Instructions: 

You have been asked to review the three candidate profiles and recommend the Executive Vice President position. The new Executive VP will have a lot of responsibility in managing and leading the new division. 

You will evaluate each of the three candidates considering each candidate’s experience and answer the questions Tasty Products’ leadership has requested to select the best candidate to lead the new division.   REFERENCES CAN ONLY BE USED FROM LUMEN LEARNING MODULES 7 & 8.

LINK: https://courses.lumenlearning.com/suny-principlesmanagement/

You must use the following BOLDED headings for writing the project:

Introduction

  • Write an Introduction paragraph.The introduction paragraph is the first paragraph of the paper and will describe to the reader the intent of the paper, explaining the main points covered in the paper. This intent should be understood before reading the remainder of the paper so the reader knows why the paper is being written and what is being covered in the paper. (Use in-text citations, as appropriate, and include the references in the Reference section.)  
  • Consider writing the introduction last to ensure that all of the main points are covered.

                                                                Management Skills

  • Identify and discuss the management skills that each candidate possesses. (Use in-text citations, as appropriate, and include the references in the Reference section.)

                                                                      Leadership Skills

  • Identify and discuss the leadership skills that each candidate possesses. (Use in-text citations, as appropriate, and include the references in the Reference section.) 

                                                                    Leadership Style 

  • Identify and discuss the leadership style of each candidate. (Use in-text citations, as appropriate, and include the references in the Reference section.) 

                                                            Candidate Recommendation

  • List your candidates in priority order with the # 1 as your first choice. Recommend and justify your first (1st) choice candidate. (Use in-text citations, as appropriate, and include the references in the Reference section.)                            

                                                          Rejected Candidates Explanation 

Explain the reasons your second choice and third choice candidates were not selected. Be certain to use their names and their rank order. (Use in-text citations, as appropriate, and include the references in the Reference section.) 

                                                                        Conclusion

  • Create a concluding paragraph. The conclusion paragraph highlights the major findings covered in the paper. (Use in-text citations as appropriate, and include the references in the Reference section.)  


References

Step 1: Assess Software Vulnerabilities

Step 1: Assess Software Vulnerabilities

Project 2 outlined the steps involved to produce a final vulnerability and threat assessment, and Project 3 covered risk analysis and mitigation. Those assessments were across the entire enterprise and included numerous elements outside the realm of systems and technology. However, they did uncover opportunities for improvement in the application software processes.

For this step, focus on all areas of application software. Give additional thought to uncover software that perhaps did not make the list or were assumed to be secure and simply overlooked.

The assignment is to create a more comprehensive list of application software that could place the enterprise at risk of a breach, loss of data, loss of production, and/or loss of brand confidence.

The assessment should include the application of secure principles, development models such as the maturity model or integrated product and process development (IPPD), software development methods, libraries and toolsets used in the software development life cycle or systems development life cycle.

Use the Software Vulnerability Assessment Template to submit your results

 

Software Vulnerability Assessment Template

Application Software that Could Present Vulnerabilities
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Note: You can add more rows to the bottom of the table if needed.

Step 2: Review Software Procurement Policy

Upon completion of the software specific vulnerability assessment, conduct a review of the organization’s software procurement policies for software development methods.

Note that there is no submitted assignment for this step. Your review will be used in the submission for the following steps.

When the review is complete, move to the next step, where you will create a table or spreadsheet that lists recommended policies for software procurement that address certain questions or concerns.

Step 3: Create a Software Procurement Policy List

You’ve reviewed the organization’s policies for software development methods. Now it’s time to create a policy list for software procurement. The following are some sample questions to be included in a software procurement policy:

  • Does the vendor provide any cybersecurity certifications with the product?
  • Does the vendor provide access to the source code for the product? Are there other security issues in source code to be addressed?
  • What is the guaranteed frequency of security updates to be provided for the product?
  • What is the implementation process for software updates/upgrades?

What are additional questions or concerns that should be included in the procurement process? Create a table or spreadsheet that lists recommended policies to properly address these questions or concerns.

Use the Procurement Policy Template to list the cybersecurity implications related to procurement and supply chain risk management and submit your results

Procurement Policy List Template

List appropriate procurement policies to address concerns in the process of software evaluation and acquisition.

Procurement Policy List
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Note: You can add more rows to the bottom of the table if needed.

Step 4: Document Relevant Software Acceptance Policies

Now that the procurement policies have been identified in the previous step, what assurances or controls should be established as policy that would evaluate the security implications during the software acceptance process? The objective is to provide a one-page overview of security testing that would be included in the acceptance of a vendor’s application.

The next step in this project will document the actual testing and validation. This step is simply to verify the congruence between the procurement process and acceptance process. In other words, do the procurement policies establish the correct cyber security framework for software purchase and do the acceptance policies match?

In considering the security implications of the in the software acceptance phase of the development cycle, use the Software Acceptance Policy Template to document recommended tests and assurances for the procurement policies identified in the previous steps.

Software Acceptance Policy Template

Copy the policy list from the previous step into the column on the right. In the column on the left, document your recommendations for specific testing steps to address each of the policy concerns.

Procurement Policy ListTest Script Procedures for Software Acceptance
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

Note: You can add more rows to the bottom of the table if needed.

Step 5: Research Software Testing and Validation Procedures

Based on the software acceptance policies created in the previous step, consider what testing and validation procedures could be used to assure compliance.

Note that there is no submitted assignment for this step. You will submit the final list of recommended testing and validation procedures in the next step.

Step 6: Document Software Testing and Validation Procedures

You’ve completed the research, and it is now time to create testing and validation procedures that follow a specific process to assure compliance. The key to the success of this step is to document exact procedures to be followed by a testing team prior to installation.

At a minimum, the procedures should address the following questions:

  • What are potential vulnerabilities inherent in the application platform?
  • How well does the vendor document preventive measures built into the application?
  • Are there alternative solutions provided by the vendor or in the application in case of a breach?
  • What additional safeguards can be added to ensure the security of the software environment?

The testing and validation procedures should address each of these concerns.

The executive team will want to see specific steps for the testing team to follow as the team members complete the tests and assurances you recommended in the previous step.

Document your specific testing and validation recommendations from a cybersecurity policy standpoint in the Test Script Procedures Template 

Test Script Procedures Template

Copy your list from Step 3 into the first column.

Procurement Policy ConcernSpecific Testing Recommendation to Address Each Policy Concern
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

Note: You can add more rows to the bottom of the table if needed.

Step 7: Review Software Upgrade Procedures

In the last step, you documented testing and validation requirements. In this step, it’s important to review software upgrades. Installation of a software upgrade has similar, yet unique requirements from the previous steps. In most enterprise environments, software updates and upgrades follow a specific change management routine. However, complete reliance on this procedure can lead to unintended oversight of cybersecurity issues. The change management process is generally focused on detecting errors and the auditing and logging of changes in the operational environment after the upgrade has been performed.

From the cyber perspective, this is not enough. As demonstrated in previous steps, significant effort is required to ensure a secure environment, not just an operational one. The question to be answered is “when” should the upgrade be performed during an application or system change. Should it be performed multiple times during the update?

Think through this issue thoroughly and make notes on your thought process. It is important that the risk analysis associated with an application or system change is conducted at the optimal time.

Note that there is no submitted assignment for this step. However, the research and corresponding notes related to this step will be applicable to the final report for Maria and the other executives. When this is complete, move to the next step, where supply chain risks will be considered.

Step 8: Review Supply Chain Risks

Following the previous steps relative to the supply chain and previous projects, it is time to thoroughly review risk within the supply chain.

Like many companies, your organization is dependent on a supply chain, so the software development process must include a supply chain risk management (SCRM) plan to minimize the impact of supply chain-related risks on business operations and the security of the infrastructures and data.

Note that there is no submitted assignment for this step. The identified supply chain risks will be reported in the next step.

Step 9: Document Supply Chain Risks

After review, it’s time to document supply chain risks. This portion of the overall report requires a two- to three-page narrative that addresses the following supply chain concerns:

  1. Describe cybersecurity implications related to the procurement process.
  2. Provide recommendations that would address these concerns.
  3. Include appropriate supply chain risk management practices.

Where appropriate, cite references to support the assertions in the recommendations and conclusion.

Step 10: Consider Alignment Issues

Based on the review and recommendations on the supply chain described in the previous step, consider how well the policies and procedures regarding the acquisition, procurement, and outsourcing of software in your organization are aligned.

Outline a strategic approach to getting all the functions in alignment. There is no submission for this step. The alignment recommendations will be submitted in the next step.

Step 11: Develop an Acquisition Alignment Report

Keeping the alignment issues in mind from the previous step, prepare a one-page plan to align acquisition, procurement, and outsourcing of software applications for the enterprise. This should be a strategic approach to getting all the functions in alignment. Start with a request for information, proceed through acquisition, testing, and implementation, and finish with ongoing maintenance of the application.

All the work has been done in the previous steps. This step is designed to “bring it all together” in one easy-to-understand approach. The approach will be used in the final step to complete the supply chain analysis with a mitigation plan as it applies to software acquisition and maintenance.

Submit your one-page plan to align acquisition, procurement, and outsourcing efforts with your organization’s information security goals

Step 12: Consolidate Your Work

The acquisition plan alignment is complete. For this exercise, collate all the material presented in the previous steps into a cohesive presentation that describes the entire software risk analysis processes and articulates specific supply chain cybersecurity threats and the technologies and policies that can be used to mitigate them.

You will use your consolidated results in your final project submission in the next step.

Step 13: Write the Risk Analysis/Supply Chain Threats/Mitigation Report

Management is always interested in solutions, and Maria Sosa and the other executives at your company are no exception. In the case of cybersecurity, there are no absolute solutions to an ever-changing environment. However, there are steps to mitigation that might eliminate or minimize the results of certain vulnerabilities. This final step is to describe the mitigation strategies recommended as a result of all previous steps in the project.

The final report for the executive meeting should be five to seven pages, only one to two of which will have to be written in this step. The remainder is from all the previous steps in the project.

Use the Supply Chain Risk Mitigation Final Report Template to submit your specific testing and validation procedures.

Supply Chain Risk Mitigation Final Report Template

In this report, use applicable systems, tools, and concepts to minimize risks to an organization’s cyberspace and prevent cybersecurity incidents.

Maria and the other executives at your organization will be looking for a final report that applies security principles, methods, and tools to the software development life cycle. They are also seeking your ideas and recommendations concerning any potential cybersecurity implications related to procurement and supply chain risk management.

Supply Chain Risk Mitigation Final Report (five to seven pages using this template)

The report should include the following components:

The headings for the report are:

  • Title Page
    • Include:
      • for whom you are preparing the document, the title, the date prepared, and your name as the preparer of the document
  • Table of Contents
    • with all sections
  • Overview
    • Include:
      • introduction and purpose of the report
  • Software Vulnerability Assessment (one-column table from Step 1)
    • comprehensive list of application software that could present vulnerability concerns
  • Procurement Policy List and Acceptance Procedures (two-column table from Step 3)
    • Policies of concern and specific procedures to test them
  • Testing and Validation Procedures (from Step 6)
    • Include specific testing and validation recommendations
  • Supply Chain Cyber Security Risk (two- to three-page report, Step 9)
    • Include:
      • identified cybersecurity risks in the procurement process of the supply chain concerns and security recommendations.
  • Acquisition Alignment (one-page report: Step 10)
    • Include:
      • recommendations for alignment of the supply chain processes from start to ongoing maintenance
  • Software Risk Mitigation Recommendations (two- to three-page report, Step 12)
    • Include:
      • proposed software risk mitigation recommendations

Lab Report

Lab Report

NB:     Data is provided

Content:

This report includes the following components:

1.       Title page (see APA Manual)

The main heading of “Methods” should be centered, boldfaced, and capitalized. Subheadings within this section are left-aligned, boldfaced, and in title case.

Requirements:

2.      Participants: detailed description

·          Include information about the number of participants used in the study, where they come from and the selection criteria as well as any other important characteristics like age, sex, education level, or occupation. Be sure to mention if participants were given any type of reward or motivation to encourage them to participate in the study.

·        Materials: detailed description

·         Document any materials or equipment used in your study such as a stopwatch, slide projector, word lists or any other supplies.

·        Procedure: detailed description

·         Important aspects of the instructions given to participants and what the participants did, step-by-step

·         Design: propose the type and provide an explanation, identify independent and dependent variable

·         Data analysis strategy: propose the type of analysis and provide an explanation

3.       Results section

a.       Opening statement

b.       Measures of central tendency

c.       Measures of variability

d.       Hypothesis test

e.       Figure description

f.        Summary statement

4.       Figure and Caption

Style

All versions of the report must conform to the rules and regulations of the American Psychological Association (as described in the APA Manual 7th Ed.)

Page requirements

The report should include around 5 pages, excluding the title page.

Assessment 1 Instructions: Preliminary Care Coordination Plan

Assessment 1 Instructions: Preliminary Care Coordination Plan

Top of Form

Bottom of Form

  • PRINT
  • Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

Introduction

NOTE: You are required to complete this assessment before Assessment 4.

The first step in any effective project is planning. This assignment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem.

Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective 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.

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.

To prepare for this assessment, you may wish to:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
    • Allow plenty of time to plan your chosen health care concern.

Instructions

Note: You are required to complete this assessment before Assessment 4.

Develop the Preliminary Care Coordination Plan

Complete the following:

  • Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to:
    • Stroke.
    • Heart disease (high blood pressure, stroke, or heart failure).
    • Home safety.
    • Pulmonary disease (COPD or fibrotic lung disease).
    • Orthopedic concerns (hip replacement or knee replacement).
    • Cognitive impairment (Alzheimer’s disease or dementia).
    • Pain management.
    • Mental health.
    • Trauma.
    • Identify available community resources for a safe and effective continuum of care.

Document Format and Length

  • Your preliminary plan should be an APA scholarly paper, 3–4 pages in length.
    • Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.
    • In your paper include possible community resources that can be used.
    • Be sure to review the scoring guide to make sure all criteria are addressed in your paper.
      • Study the subtle differences between basic, proficient, and distinguished.

Supporting Evidence

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Analyze your selected health concern and the associated best practices for health improvement.
    • Cite supporting evidence for best practices.
    • Consider underlying assumptions and points of uncertainty in your analysis.
    • Describe specific goals that should be established to address the health care problem.
    • Identify available community resources for a safe and effective continuum of care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
      • Write with a specific purpose with your patient in mind.
      • Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents.

.

Competencies Measured

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.
      • Describe specific goals that should be established to address a selected health care problem.
    • 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.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
      • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Print

Preliminary Care Coordination Plan Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHED
Analyze a health concern and the associated best practices for health improvement.Does not identify a health concern and the associated best practices for health improvement.Identifies a health concern and the associated best practices for health improvement.Analyzes a health concern and the associated best practices for health improvement.Provides a perceptive analysis of a health concern and the associated best practices for health improvement. Provides credible evidence for best practices and articulates underlying assumptions and points of uncertainty in the analysis.
Describe specific goals that should be established to address a selected health care problem.Does not describe specific goals that should be established to address a selected health care problem.Identifies undefined goals that should be established to address a selected health care problem.Describes specific goals that should be established to address a selected health care problem.Describes specific goals that should be established to address a selected health care problem. Ensures that the goals are realistic, measurable, and attainable.
Identify available community resources for a safe and effective continuum of care.Does not identify available community resources.Identifies available community resources.Identifies available community resources for a safe and effective continuum of care.Identifies significant and available community resources for a safe and effective continuum of care. Provides a comprehensive list of resources, with credible evidence of their contribution toward improving community health.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.Does not organize content for ideas. Lacks logical flow and smooth transitions.Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

Software Maintenance

Software Maintenance

Professional Assignment 

As a software project manager in a company that specializes in the development of software for company X, you have been given the task of discovering the factors that affect the maintainability of the systems developed by your company. Suggest how you might set up a program to analyze the maintenance process and determine appropriate maintainability metrics for the company.

Keyword Portfolio #1

Keyword Portfolio #1

For this week you may write about readings from Week 2 or Week 3!

For your Keyword Portfolio, each week write about 250 about a key concept, word, or idea from our course readings, videos, podcast or other material on the syllabus for this week that strikes you as particularly vibrant, confusing, relevant, troublesome or profound.

  • Please integrate at least two readings on weeks when there are multiple readings, either by discussing a keyword that links some of the week’s readings or writing two short keyword entries for 2 readings.
  • You should write for about 30 min, providing a key quote or two with some reflection of your own take on the reading or readings. Please try to make a connection between a couple of readings if there are multiples assigned.
  • This is not meant to be totally polished writing, but should demonstrate that you have engaged with the required reading for the week, and should be written in academic English (sentences, paragraphs, correct spelling, etc.).
  • Please make sure to include a “works cited” for your Keyword, indicating which reading you are referencing, and use correct citation style (either MLA, APA or Chicago) to indicate page numbers for your quote. This is an excellent practice to get into for an ethical research practice.

What makes a good keyword entry?

  1. Put your preferred first name and your last name at the top of the page.
  2. Identify which word, concept or phrase you are writing about as your keyword or concept.
  3. Use your own summary AND direct quotations from the text (with page numbers) to demonstrate that you understand the complexity of the term in the context of the argument or ideas of the author(s) of the reading(s) you are referencing.This will help you in the future when you are having your Keyword Conversations and later in the semester when you will be asked to put multiple authors into conversation with each other.
  4. You must be citing materials from this course! If you want to bring in outside materials that is fine, but the point of the exercise is to show that you have read and understood the course material!
  5. Include the Works Cited at the bottom
  6. Make sure you are writing about 250 words (not too many more and not much less).
  7. Make sure to use the author’s/authors’ name/s when you are talking about their work.

PLEASE NOTE: If you want to use an example or want to write whether you disagree or agree or want to evaluate the position or argument of the author(s), put that at the end of your keyword entry! Make sure that you demonstrate that you understand the nuances of the author’s arguments and give direct reference to the texts *before* launching into your example or evaluation.

Keyword grading rubric: (i’ve added a new rubric to better reflect the keyword portfolio)

EAG – Exceptional Awesome Glowing – thoughtful and careful reading, writing and critical analysis; deals with the complexities of the reading/s and demonstrates a rigorous and creative capacity with the key idea/s; this is some polished, shiny work! Come see me to discuss.

GWWP – Good Work Well-Played – meets all elements of the assignment and demonstrates a clear understanding of the material; substantial engagement with the complexities of the material; but not quite polished all the way. Come see me to discuss.

GTNW – Getting There Needs Work – is getting the basic idea, but is not engaging with complexity; needs at least one element of the assignment to be improved. Come see me to discuss.

NSWKG – Needs Significant Work Keep Going– submitted the work, but it’s not fulfilling the terms of the assignment; needs multiple elements to be improved; did you read the assignment carefully? likely the student needs to pay more attention to the assignment details. Come see me to discuss.

WIT? – Where is it? Did not turn in.

Readings: we using these readings

  1. UTSC Land Acknowledgement: https://indigenous.utoronto.ca/about/land-acknowledgement/ Links to an external site. 
  2. “Indigenous Stories Shine Light on treaty involving land where U of T Scarborough now stands.” Don Campbell, 2017. https://utsc.utoronto.ca/news-events/our-community/indigenous-stories-shines-light-treaty-involving-land-where-u-t-scarborough-nowLinks to an external site.
  3. “First Nations students lead Indigenous history virtual campus tours.” Sean McNeely. A & S News. Aug 27, 2020. https://www.artsci.utoronto.ca/news/first-nations-students-lead-indigenous-history-virtual-campus-toursLinks to an external site. 
  4. “Beyond Territorial Acknowledgments.” 2016. âpihtawikosisân (blog). September 23, 2016. http://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/ (Links to an external site.).
  5. Chelsea Vowel. “What is a ‘Social Justice Framework’?” https://education.csuci.edu/about/justice-conference/faq.htm

Project 4: International Campaign

Project 4: International Campaign
Start Here

“Hello?”

“You’ll be pleased. We’re going with the market you recommended.”

“That’s good news!”

“And we’re almost finished staffing the new department. But, before you move on to your next client, we have one more project for you. We need you to put together a 12-month campaign budget and resourcing plan for the expansion.”

“I don’t know what to say.”

“As long as it’s not no. We’re moving quickly, so we need something in two weeks.”

“I’ll get right on it.”

“Great! Talk to you later.”

You take a sip of tea. The recommendation was one thing, but a budget and resourcing plan are beyond any type of planning you’ve done before, at least at Parabolic. Luckily, you have your colleagues’ expertise to draw from. Rebecca still stops by your desk periodically to check in on what’s happening with her old client. Knowing she’s helped with expansions before, you ping her to get her thoughts.

A-ha! This is where things get nitty-gritty. You’ll drill down into the tactics you chose and figure out how you would produce them—and evaluate their success—in this new market. This will probably involve some iteration as you compare your vision with financial reality.

Here’s how I would tackle this:

  • Review the tactics in your communications plan and verify that they will enable your proposed strategy for the 12-month timeframe. If you went general in the last project, think more deeply about the needs now. I have a timeline from my last expansion that I’ll send so you can get a sense of the appropriate scope and level of detail for our client’s needs.
  • Now for the Budget component. Drill down to the resources you’ll need to produce each tactic. Do you need to hire contractors? Arrange for studio time? Is travel necessary? Consider the Evaluation part of the plan. How will you evaluate the success of your tactics and conduct further research if necessary? Will you need to hire someone to coordinate focus groups or gather and analyze data?
  • Once you have a handle on how much your proposed tactics and associated needs will cost, take a look at the client’s financial situation. Is everything you calculated within budget?
  • Update your budget, tactics, and timeline based on your prioritization.
  • Finally, create a work breakdown structure outlining your human resourcing needs for the expansion and any cross-functional teamwork you anticipate.

Let me know if you need any help.

A Little More Context

In this project, you’ll strengthen your strategic communications management chops as you prepare a 12-month campaign budget and staffing plan. This will require research, numbers-crunching, evaluation, prioritization, resource reshuffling, more evaluation, and then, finally, a clear and well-organized product for your client.

This is great preparation for your future endeavors at Parabolic. If you’ve never done this kind of planning before, the learning resources and sample budget will help you determine what you know, what you don’t know but can figure out, and what you don’t know and need guidance on. Please ask questions if you’re unsure about anything.

Planning Your Work

You have two weeks to produce your campaign planning documents; be sure to read through all the steps of the project first so that you can plan your time wisely. Here is a possible task breakdown:

  • Week 9: Steps 1–2
    • submission in Step 1
  • Week 10: Steps 3–6
    • submission in Step 5

Project 4: International Campaign
Step 1: Update Your Tactics and Timeline (Submission)

You’re going to spend the next two weeks developing a budget and staffing plan for your campaign. That is, you’re going to greatly expand on the Budget and Timeline sections of the draft communications plan you prepared in Project 3. Basically, you’ll put together a comprehensive list of all that’s needed, how much it will cost, who will handle it, and when it will occur. This is for a 12-month time period.

Before you start, take some time to learn about entering a new market: tactical and budgetary considerations. This will help you identify needs you hadn’t anticipated and assess the resourcing implications of those needs.

Rebecca sends you a sample expansion plan to review as well.

Sample Communications Team Timeline for Entry Into Istanbul, With Budget Notes

Once you have a sense of the scope and level of detail expected of you, go over the communications plan you drafted for your recommended market. The PESO model might help you think of additional needs.

The PESO Model

As you review the PESO model, ask yourself the following:

  • How will you gain a foothold in the new market? Consider what you’ll need to do to leverage already-existing relationships and form new ones. What will your department do to establish ties in the community, with the media, and with the government? Will you need to conduct research?
  • What owned media will need to be created for this expansion? Will you need a website, blog, or other infrastructure (e.g., video, photo, or print production)? Who will create this? What about a crisis communications plan?
  • What social media will you need? How much and how often?
  • What are your earned media needs? What might be required for you to obtain free coverage from the media, including social media influencers, and your publics?
  • Do you have any paid media needs? Even though paid coverage typically falls more to marketing and advertising than to PR, you may still pay fees for certain types of coverage (see the learning topic above).
  • How will you evaluate your efforts? If you look at the sample timeline, you’ll see that evaluation occurs on an ongoing basis, especially close to a major event.

When you engage in campaign planning, you typically don’t work solo, but coordinate with the other departments in the organization. You might find, for example, that you can support marketing by producing some of the content needed for ads or that you and marketing can share costs for certain tactics. If you identify places in your timeline where you think you would work with another department or share resources, make a note of it.

Once you’ve finished updating your timeline, send it to Rebecca so she can get you some early feedback.

Project 4: International Campaign
Step 2: Draft Your Campaign Budget

Now that you’ve verified all your tactical needs, determine how much each tactical activity will cost and come up with a total.

First, learn about creating a communications campaign budget. Also review entering a new market: tactical and budgetary considerations to identify what will cost money and how to assess the amount.

Use a spreadsheet or table to (1) identify what will cost money and (2) research the costs.

What Will Cost Money?

Your staff is already paid for, so you don’t need to factor their salaries into your budget. If, however, you want to hire contractors or anyone else to assist in your efforts, you will need to calculate hourly rates. You will also need to compensate any consultants, such as a cultural ambassadors who can help you identify intercultural tripwires and make sure your messages are credible to your publics.

Your communications products and your efforts to generate earned media will all cost money. If your tactics include, say, 20 talking head videos of local agriculture experts that you’ll post on Instagram every few weeks, you’ll need to figure out your equipment needs, staffing needs (do you need to hire a videographer and rent production equipment?), transportation needs (do you want to get one of your employees over to the area to conduct the interviews? Where will he or she stay, and for how long? What will be expensed?), and any other need. You might want to hire a local person to conduct the interviews; if so, how much will you pay him or her?

If your tactics include an event, don’t worry: You don’t need to create a line item for every need. Do try to come up with a high-level cost estimate. It might be useful to review the SPCA Pet Day Event Plan Spreadsheet as a guide to the type and variety of costs an event incurs. Of course, a press conference will have radically different costs from those of a CSR or festival-type event.

Finally, look at the efforts that support your tactical decisions. Will you need focus groups, click through rates, surveys to assess how well your products are succeeding? Who will gather and analyze the information?

How Much Will It Cost?

Once you’ve identified what will cost money, figure out how much it will cost. The learning topic on entering a new market: tactical and budgetary considerations will give you some ideas on where to look.

This is where you might get creative, weighing, say, a six-month contracting hire in the new market against someone you might pay by the hour in your current location. If you’re looking into travel, you might find that putting up the VP of communications away from the city center costs half as much as putting her up in the city center, or that getting to the new market by air is much cheaper off-season than on, which might affect your timeline.

If you need to convert currency, there are many online tools that will help you.

Once you’ve calculated all your costs, add one final item: a reserve fund for emergencies and other contingencies. A good rule of thumb is to create a reserve fund of about 10 percent of your total costs. In other words, you’ll add 10 percent of your total to your total to accommodate the unexpected.

To keep yourself on track, complete your timeline and budget drafts by the end of Week 9.

Next, you’ll check your timeline and budget against your client’s financial situation and revise, incorporating any comments from Rebecca and/or your peers.

Worker 1 with non-labour income Y i

Question:

Worker 1 with non-labour income Y is facing a wage offer, w and a utility function defined over consumption and leisure

U (c,l) = lnC + 4lnl

a) When comparing worker 1 with worker 2 whose utility function is described by U(c,l) = cl ,

which worker places a higher value on labour market work?

b) Assuming the worker participates in the labour market. Derive the worker’s compensated labour supply function and the compensated labour supply elasticity with respect to wage as a function of utility level and wage

c) Derive worker’s uncompensated labour supply function (for labour market participants and non-participants) and the uncompensated labour supply elasticity (for labour market participants) with respect to wage as a function of non-labour income and wage

Power Point Making

Power Point Making

Below is the outline for your proposal presentation (6 slides ONLY): 

Cover page (1 slide): Research Proposal title and your name, Background of the study (1 slide) 

Purpose/Objective of the study (1 slide) 

Research Question/s (1 slide) 

Methodology (design, population & sample size, instruments, data analysis methods) (2-slides)

MIS 3302 Discussion 2

MIS 3302 Discussion 2

Please complete the following and then answer the accompanying discussion questions. 

Please review the University of Houston-Downtown Information Technology Road Map  –   A Long-Term Technology Plan. See: 

https://www.uhd.edu/computing/Documents/BUS/policies-procedures/it_strategicplan_2019_technologyroadmap.pdf

Give special attention to pages 6 and 7.  In the context of where our school is now, in the face of a pandemic and the next few years, please comment on two of the Technology Infrastructure Strategies and two of the Online and Distance Education Technology Strategies.   State the strategy that you are commenting on and then provide your comment/s.  The comment should indicate the importance of that strategy and how it has a direct effect on you and your fellow students.  If there is something more that needs to be stated regarding the strategy, please provide that information in your comment/s. 

The last comment to be provided is your statement on the importance of the work done by the IT Infrastructure staff.  What does their work mean to you?  How does this affect you? 

Provide the answers, while listing your responses using the following format: 

1—Selected Technology Infrastructure Strategy 1

2—Selected Technology Infrastructure Strategy 2

3 –Selected Online and Distance Education Technology Strategy 1 

4 — Selected Online and Distance Education Technology Strategy 2

5 – My (Your) statement explaining the importance of the work done by the IT Infrastructure Staff.

Once you complete your discussion, you will be able to see the comments of your fellow classmates. Please provide comments to them, in order to get full credit for this Discussion Question.   rr

Milestone 1: Potential Topic

Milestone 1

Instructions

Milestone 1: Potential Topic

Work with your chair to determine any specific instructions or guidance that he or she may have for you about your topic selection development document.

One of the first steps in research is topic selection. A dissertation focuses on a very narrow, specific topic. An important element of topic selection is bringing together two or three subtopics or concepts to help you focus your research. For example, simply stating, “my topic is transformational leadership” does not provide enough focus for doing an intentional review of the literature. However, adding subtopics can refine your search. Instead, you could state, “My topic is the ethical nature of transformational leaders.” Just by adding that one extra subtopic, you have created a narrower lens through which to start analyzing the literature. Adding one or two more subtopics to the sentence can narrow your focus even further:

  1. Identify a main topic (two or three keywords) within the domain of organizational behavior.
  2. Identify a subtopic (another keyword or two) through which you could “look at” your main topic.
  3. As needed, you may want to identify another subtopic through which you could “look at” your main topic and first subtopic.
  4. State that combination of topics or subtopics as a topical sentence or topical question . . . “What does the literature say about . . .”
  5. Start reviewing some scholarly literature. What is it saying about your topical sentence? Capture the most important information from each article that informs, clarifies, challenges, or raises questions about the topic you are beginning to develop.
  6. Begin segmenting or grouping the literature. Are there different points of view?
  7. Complete a review of at least four to five articles or other scholarly pieces of literature:
    1. Focus on current literature (last five years).
    2. How has the literature helped you reshape your topical sentence/question?
    3. What are some initial gaps in the existing literature that you are beginning to observe?
    4. How would you restate your topic sentence/question after reviewing some initial literature?

Submission Details:

  • Submit a 3- to 5-page paper that clarifies your refined topic. Support your topic with your preliminary review of the literature.
  • Use APA style in preparing your paper and citing references.
  • Submit your paper to the Milestone 1 Submissions Area.
  • Notify your chair (e.g., e-mail) when you have submitted the topic paper.

Note: A successful dissertation requires self-directed behaviors. To successfully pass each dissertation course, you must successfully complete (pass) each milestone presented in the course materials. Additionally, you must complete the milestones in the order they are presented in the course. The tasks in some milestones may take you more than a week to complete. Finish each milestone before you move on to the next milestone. In your planning, also allow time for feedback from your dissertation chair/committee and revisions as part of completing each task.

Week2 Assignment

Week2 Assignment

Describe an example of a contract that you or someone you know entered into (e.g., rental agreement, cell phone agreement, property purchase or lease [e.g., car, home, furniture, etc.], home or car repair, or student loan agreement). In your description, be sure to provide specific contractual details including parties and subject matter involved. You must also address the following:

  • Define the five essential elements of an enforceable contract, and demonstrate how each element relates to your example.
  • Explain the circumstances of a breach of contract in your example, and discuss possible remedies.

The paper must be three to four pages in length (excluding title and reference pages) and formatted according to APA style as outlined in the Writing Center. You must use at least two scholarly sources other than the textbook to support your claims. Cite your sources in-text and on the reference page. For information regarding APA samples and tutorials, visit the Writing Center.

Paper For such order please place order

Paper For such order please place order

Urgent

 1. Please adhere to the directions on the attachment

2. No plagiarism, APA format

3. Need within 48 hrs or less

4. Only MBA-worthy work; If you can not submit this level of work do not send a bid!!!!

Consulting

Consulting

Many companies, big and small, have experience with consultants and it’s an important topic in the world of business improvement. Some great questions could be:

  • What is your definition of “consulting”?
  • What is your opinion of consultants?
  • What are the advantages/disadvantages of consultants?
  • What area of advice are you an expert at? Why?
  • “Sometimes you need a consultant to tell you the obvious.” Do you agree/disagree? Why?

Rules & Regulations

Rules & Regulations

Rules and regulations are literally everywhere in the business world and they could present some useful and interesting information. You could give the students questions like:

What rules and regulations exist at your job?

What happens if you break any of these rules?

How do you feel about the regulations at your job?

Why do you think rules and regulations exist?

Have you ever had any problems with rules and regulations?

What Is Organizational Development – Discussion Entry

What Is Organizational Development – Discussion Entry

 One of the most frequently cited definitions of Organizational Development comes from Richard Bechard (1969), an early leader in the field of Organizational Development. He said Organizational Development is “an effort (1) planned, (2) organization-wide, (3) managed from the top, (4) increase organization effectiveness and health through (5) planned interventions in the organization’s process”, using behavior-science knowledge.

In this discussion. Interpret what this definition means to you. How can this definition aid you as a leader?

 http://www.youtube.com/watch?v=VDduIzjAjWE 

Please review the video and the lecture slides. Then I write the discussion. The rubric is attached as well. 

Behavioral And Contingency Leadership Theories – Paper

Behavioral And Contingency Leadership Theories – Paper

 Overview

Please write a paper and explain the major difference between behavioral and contingency leadership theories. In addition, please explain the behavioral contribution to contingency theories.

Directions

  • Please cite your sources
  • 500-1000 words, APA style

CHAPTER 4 in the attached book is the primary source

Please site other sources used. Feel free to add 1 or 2 more reputable sources and site them according to the latest APA guidelines.

Personal Reaction paper

Personal Reaction paper 

why is it challenging to measure how successfully a business is practicing sustainability?

Fourth Industrial Revolution skills

Overview

In this check-in for this course, you will have a private conversation about your own experiences dealing with unplanned changes at work or in your personal life. You will share leadership behaviors that you demonstrated in the past or plan to use in the future when dealing with unprecedented change. Think about what you learned during these times of change and crisis that support employee engagement and business success.

During this discussion, try to relate to the Fourth Industrial Revolution skills required to serve as a facilitator for change and being a change leader. Discuss the importance of skills such as people management, coordinating with others, emotional intelligence, negotiation, judgment, and decision-making when playing the role of a change facilitator or change leader.

Assignment Details:

In this check-in, you will reflect on your own experiences dealing with unplanned changes at work or in your personal life, along with the leadership behavior you displayed while dealing with these changes and relating them to Fourth Industrial Revolution skills.

Based on the prompt above, submit a word document sharing your understanding. Consider the following:

  • Reflect on your own experiences dealing with unplanned changes at work or in your personal life.
  • Discuss leadership behaviors that you demonstrated in the past or plan to use in the future to support employee engagement and business success during change.
  • Relate your leadership behaviors to Fourth Industrial Revolution skills that are required to serve as a change facilitator or change leader.

Submission

Submit a word document which should take 3- to 5-minute to read fully.

If references are used, please place them on the document

Reading:

Four Leadership Principles for the Fourth Industrial Revolution opens in new window

Videos:

Business Leadership in the Fourth Industrial Revolution opens in new window

The Ten Skills You Need to Thrive in the Fourth Industrial Revolution opens in new window

Foreign Exchange

Foreign Exchange

Overview

Foreign exchange impacts the profitability of transactions in international markets. It can turn a profitable business into one that loses money and can turn an unprofitable business into one that makes money.

In this assignment, you will analyze the impact of foreign exchange on different business scenarios and present your findings in a short business memo.

Scenario

You manage the international business for a manufacturing company. You are responsible for the overall profitability of your business unit. Your company ships your products to Malaysia. The retail stores that buy your products there pay you in their local currency, the Malaysian ringgit (MYR). All sales for the first quarter are paid on April 1st and use the exchange rate at the close of business on April 1st or the first business day after April 1st if it falls on a Saturday or Sunday. The company has sales contracts with different vendors that determine the number of units sold well in advance. The company is contractually obligated to sell 4,000 units for exactly 1.25 million MYR for the first quarter. The break-even point for each unit is $90 in U.S. dollars. Use the following foreign exchange rates:

  • On January 1, the daily spot rate is 3.13 MYR, and the forward rate is 0.317 U.S. dollars/MYR for April 1st of the same year.
  • On April 1, the daily spot rate is 3.52 MYR.

Prompt

Using the information above, create a short business memo that explains the profitability, viability, and importance of considering foreign exchange on the basis of the scenarios below.

Scenario 1: The company uses the spot rate on April 1st to convert its sales revenue in MYR to U.S. dollars.

Scenario 2: On January 1st, the company uses that day’s forward rate today to lock in a foreign exchange rate for its expected 1.25 million MYR in sales. This means the company agreed to exchange 1.25 million MYR using the forward rate on January 1st when April 1 arrives.

Scenario 3: Another option for the company is to spend the foreign currency and avoid any currency exchange. Because it is a manufacturing company, raw materials are always needed.

Specifically, you must address the following rubric criteria:

  • Foreign Exchange Calculations: Determine the profitability of the international business by using foreign exchange calculations for the first and second scenarios.
  • Spend or Save: Discuss what you would need to consider when determining if the company should buy raw materials with the foreign currency in an effort to avoid foreign exchange risk and whether this is a viable option for the company.
  • Conclusion: After determining the result for each scenario, explain the importance to a company’s financial results of considering foreign exchange risk.

Guidelines for Submission

Submit this assignment as a 250- to 300-word Microsoft Word document. Sources should be cited according to APA style.

Following the Rubric for the Assignment is Imperative for Successful competition.   

How to Improve Local Government Productivity

How to Improve Local Government Productivity

Introduction

              Local governments consist of elected officials with administrative, executive, and legislative functions. These officials have to deal with many problems or issues related to productivity. The community depend on these officials to provide and organized framework that will produce results to improve efficiency, conduct governmental affairs effectively, and have the ability to administer policies and regulations as a means of improvement. In order to facilitate these endeavors, the government must have Good Work Performance, Better Management Systems, and effective Training and development.  

Body

  1-Good Work Performance, What Poor Workforce Strategies Are Costing Government (governing.com),

 2-   Better Management Systems/Technology, Adopting New Tech for Sourcing and Engaging Employees (shrm.org), Management Information Systems for Local Government on JSTOR,

 3-   Training and Development- Learning Continues Through Virtual Conferences (shrm.org), Report: Pandemic Drives Workers’ Desire to Learn New Job Skills (shrm.org),

Conclusion

Mini Analysis 2: Analysis of Community, Political and Social Change

Book: https://1lib.us/book/3582116/3fa0f8

  Analysis

Focus on chapter 5-10
Mini Analysis 2: Analysis of Community, Political and Social Change (150pts.)

For the second paper, students are required to write about leadership effectiveness and change within broader social and political arenas. Reading materials from Chapters 5-8 of the text-Hickman, G.R. (2010).  Leading Change in Multiple Contexts.  Los Angeles, CA: Sage Publications. ISBN: 978-1-4129-2678-2 must be central to this paper (although not all content applies directly). However, be sure to engage issues of community, political, and social change in your analysis of change in organizations. Knowledge of non-profits and other types of organizations that function outside the government and profit sections always make for interesting case studies.

Questions to help generate ideas include:

  • How do we know when change is working well?
  • What kinds of barriers exist across organizations?
  • What sorts of measurements might indicate that how well change initiatives are working.

My concern here is not with finding some right answer(s) but exploring leadership and change effectiveness broadly construed. Students may use personal experiences, reading materials, and class discussion ideas. Students have a great deal of latitude in the focus and scope of the paper–“play” a bit in the writing and idea development.

Instructions:

  • Please choose 3-4 concepts to focus on for your mini-analysis.  These concepts can come from anywhere within Parts III and Part IV of the text. 
  • Introduce and explain the concepts, at minimum bring in at least 1 other scholarly/academic reference or citation per concept that you have introduced. 
  • Link the concepts to current or past events for further analysis (As one example of how a student might use material from the readings, consider the discussion of community leadership. A student might take concepts of change and empowerment (visible, hidden, invisible, and power over, to, with, and within) as a conceptual structure for analyzing leadership effectiveness within an organization.
  • Make sure to include a reference page and reference the text.  Again, you will want to bring in external citations and references to strengthen your paper. 
  • Paper will generally be between 4-5 pages.  Maximum 5 pages (Title page and reference page are not included in this count).
  • You must reference your text book and bring in at least 3 additional citation/references for this paper.

Structure:

Make sure that the paper has a well-developed structure and engages reading materials from this class. One of the biggest challenges for students is creating their own analytic structure with a clear purpose or goal. The structure or organization of the paper should include:

1. Introduction that:

a) establishes interest,

b) establishes the topic of focus,

c) provides a clear thesis statement (goal or purpose followed by a brief justification of its importance), and

d) a preview of central points or organization of the body of the paper.

2. In the body of the paper, students should think of each first sentence of a paragraph as a “mini-thesis” that establishes the goal or direction of the paragraph.  This first sentence is often an argument, position, or strong “stand alone” statement. By stand-alone statement I mean an idea that makes sense on its own.

3. Conclusion–summarized key ideas (sometimes this is a summary of key points learned or suggests directions for future analysis).

***Please do NOT use materials from John Kotter’s leadership books. I want students to write papers that integrate key ideas from our text.  Google Scholar is an excellent resource for scholarly work. 

DISCUSSION

Questions from Chapters 7-8

Chapters 7&8 Discussion

Please answer each of the following questions from your readings in your original post by Thursday of each week.  Make sure that you provide a reference for the text in the discussion board.  Reply to at minimum 2 of your classmates posts for full credit. Responses to your classmates are due by Sunday of each week.    

  • Identify and discuss concepts of political change. Use these concepts to analyze how political change concepts have or can influence your workplace or organization.
  • Some leadership scholars argue that transformational leadership may be the dominant and most used theory of leadership today. What specific elements of transformational leadership would support this argument?

Week 5 discussion

250 word discussion

Book below if you have any questions please message me about he prompt

Week 5 discussion

Walliman whole book

Wheelan just chapters 1-3


We’re onto the second half of the semester, and I know we’ve covered quite a bit of information already. That said, I like using this week’s discussion post as a check-in. Share some of your high points and “a-ha” moments from both the Walliman and Wheelan textbooks. 

Lastly, what have been some of the challenges with regard to the textbooks?

Book: https://1lib.us/book/1169043/5f4854

https://1lib.us/book/2042766/316dde

MACRS depreciation schedule

1)A taxpayer purchased and placed into service a $1,690,000 piece of equipment. The equipment is 7-year property having a 14.29% applicable depreciation rate for the first year. The taxpayer is making a Section 179 election but is elected out of any bonus depreciation. Assume that the maximum Section 179 limit is $1,020,000 and the threshold is $2,550,000. Before considering any depreciation deduction, the taxpayer had $2,700,000 of taxable business income. What is the maximum amount of cost recovery deduction this year?

A.$241,501

B.$987,178

C.$1,020,000

D.$1,115,743

2) On August 1, Year 1, Sound Co. purchased and placed into service an office building costing $264,000, which includes $30,000 for the land. The MACRS depreciation schedule for 27.5-year property and 39-year property placed in service in the 8th month is listed below.

27.5-year property1.364%39-year property0.963%

What was Sound’s MACRS deduction for the office building in that year?

A.$2,253

B.$2,524

C.$3,192

D.$3,601

As an escrow officer,

Question

As an escrow officer, what area have to grow in to do the job successfully? Use the information from Chapter 10 to understand some of the skills/actions required for a successful escrow process.

ESCROW PROCEDURES

After an offer to purchase has been accepted by a seller of real estate, buyer, seller, and broker(s) must ensure that all necessary details have been covered. If there are no vague or ambiguous provisions between the parties, the escrow process will be that much smoother. A real estate agent is considered involved in a transaction, and thus the escrow, even if the agent will not receive a commission or fee.

TRANSACTION CHECKLIST

Buyer and seller will be concerned, and all points will help discuss in the negotiations and the final contract terms. The real estate agent also must make sure that certain information is known to the parties. Has the broker made the appropriate inspection of the property? Is the buyer fully informed of all material facts concerning the property? Have the relevant disclosures been made regarding the broker’s agency relationship to seller and buyer? Have seller and buyer confirmed their understanding of the broker’s role in the transaction? Have all other necessary disclosures been made? Using a checklist, such as the one in Figure 10.1, will help ensure a successful sale closing. Once the transaction requirement is established, the escrow holder knows what to expect from buyer and seller.

A checklist is a necessity to make sure all details (especially disclosures) have been covered.

Some of the essential elements of a successful transaction are included in the items listed in Figure 10.1, such as a property appraisal acceptable to the lender. If the lender isn’t satisfied that the property is sufficient collateral for the loan, the loan will not be granted, and the borrower will use the loan contingency clause.

FIGURE 10.1:

Transaction Checklist

TRANSACTION CHECKLIST

  • Date and place of signing of the contract by buyer(s).
  • Full name, address, and marital status of each buyer. The type of business (corporation, general partnership, etc.) should be specified if a company.
  • The purchase price, deposit amount, and how the deposit will be made (such as by personal check or cashier’s check). The person who will hold the deposit prior to closing (the escrow holder, for instance) also should be named.
  • Financing terms. The buyer may be required to obtain a loan commitment by a certain date. The buyer should always have the protection of a loan contingency clause in the purchase contract, such as “This offer is subject to and conditioned upon the buyer and property qualifying for and the buyer obtaining said loan within X days of the opening of escrow.” Without such protection, the buyer could risk forfeiting the deposit if the sale were frustrated by the buyer’s or property’s failure to qualify for the loan. If the buyer will assume an existing loan, some provision should be made for the buyer’s approval of the existing loan’s terms.
  • Encumbrances that affect titles, such as restrictions and easements. These should be clarified as acceptable to the buyer, or a time period should be given in which a preliminary title report is to be received and accepted by the buyer. If the seller will retain any interest in the property, such as an easement, that interest should be specified, as should rights of any person (such as tenants) currently in possession.
  • Required property inspections and who will pay for them. The person who will pay for necessary repairs also should be named. The buyer usually will want a final “walk-through” of the property just before closing to ensure it has been properly maintained and repaired (if necessary).
  • Names of escrow holder and title company, as well as who is to pay the escrow fee, title insurance premium, and applicable county and city documentary transfer taxes and other fees.
  • Description of any other documents required from either party.
  • Names of all real estate brokers and salespeople involved, as well as the agency role of each in the transaction, the negotiated sales commission, and who will pay the commission.
  • Contract termination date, how long the buyer’s offer is open, and when the buyer will take possession.
  • Signatures of all parties, including broker(s). If a salesperson signs on behalf of a broker, the broker must review the contract within five days, initialing and dating it. The Real Estate Law provides for delegation of the broker’s responsibility in certain instances.

RESPONSIBILITIES OF THE BUYER

The buyer will

  • sign escrow instructions;
  • provide a copy of any contract of the buyer that will affect the escrow, such as a buyer broker agreement;
  • review the preliminary report and any encumbrances of record;
  • review all loan documents, including new loans, loans to be assumed, loans buyer is taking title “subject to,” and disclosure information if the seller is taking back a purchase-money mortgage;
  • obtain hazard insurance coverage;
  • review and approve all property inspection reports and arrange for a final property inspection before closing;
  • examine the bill of sale covering any items of personal property to be conveyed separately at closing; and
  • deposit the cash needed to cover down payment, closing costs, and other expenses, such as revolving debt and collection accounts, if any, to be paid off at closing.

Usually, expenses may be negotiated between buyer and seller. (An exception may be a government-backed loan.) The buyer typically pays for

  • buyer’s share of escrow fees,
  • loan fees,
  • appraisal fee,
  • credit report,
  • lender’s title insurance,
  • recording fees for documents prepared on the buyer’s behalf,
  • notary fees for documents prepared on the buyer’s behalf,
  • prepayment of loan interest,
  • assumption fee (if applicable),
  • new fire or other hazard insurance premiums,
  • FHA mortgage insurance, and
  • any prorated expenses the seller already has paid.

RESPONSIBILITIES OF THE SELLER

The seller will

  • sign escrow instructions;
  • provide a copy of any contract of the seller that will affect the escrow, such as the listing agreement, and any required disclosure statement(s);
  • include the seller’s deed and title insurance policy and any unrecorded instruments affecting title;
  • provide information on the present status of existing loans, including consent to the submission of a beneficiary statement or demand for payoff, as required, and financing disclosure information if the seller is taking back a purchase-money mortgage;
  • provide certificates or releases on any mortgage, judgment, mechanic’s lien, or other encumbrance to be paid off through escrow;
  • provide any existing hazard insurance policies to be assigned to the buyer;
  • provide any subordination agreement required by the contract;
  • provide tenant information, including their names, rent and deposit information, assignment of all leases to buyer, and the fact that tenants have been notified of the change of ownership;
  • provide executed deed on real property to the buyer;
  • provide an executed bill of sale on any items of personal property or security agreement if the purchase is by installments; and
  • make available any other documents or approvals needed to close the sale.

Again, most sale expenses are open to negotiation. The seller typically pays for

  • seller’s share of escrow fees,
  • title insurance,
  • home warranty plan (if any),
  • structural pest control report and clearance (if needed),
  • the beneficiary statement,
  • existing loan payoff and prepayment fee (if any),
  • mortgage discount points and nonallowable fees on behalf of the buyer in FHA transactions,
  • all fees in VA transactions,
  • notary fees on documents prepared primarily on the seller’s behalf,
  • various transfer fees,
  • cost of required disclosure reports, and
  • any arrearages for taxes or other prorated items.

RESPONSIBILITIES OF THE REAL ESTATE AGENT

When a real estate agent represents a party in a transaction, there are steps the agent can take to ensure that the transaction is successfully completed. In general, a real estate agent’s responsibilities are to keep informed of the progress of the escrow and assist the escrow officer when necessary. The agent usually will

  • deliver copies of the executed (signed) purchase contract to the parties;
  • deliver and explain the escrow instructions to the parties in the transaction, and ensure that the parties have signed and returned the instructions (it may be best to have the parties go to the escrow office for signatures);
  • provide all necessary property and transfer disclosure reports;
  • provide the escrow officer with copies of the seller’s payment coupons on any loans, a property profile or copy of the grant deed indicating the present owner(s), tax information, and any other items that will assist the escrow officer;
  • advise the buyer(s) (particularly a married couple) to obtain legal advice on how to take title (agents and escrow officers, unless licensed to practice law, may not give this advice);
  • remind the seller to continue to make all payments on loans during escrow and maintain the property as required by the purchase agreement;
  • advise the parties (buyer and seller) to notify the escrow officer if they have plans to be traveling during the escrow period, especially if they plan to be out of the country (If so, an arrangement, such as a power of attorney, must be made to ensure that the transaction is not delayed);
  • review the preliminary report as soon as it is available and explain its contents to the buyer;
  • assist the buyer in obtaining any necessary loans and place the lender in contact with the escrow officer;
  • assist the buyer in obtaining an inspection of the property and review the inspection with the buyer afterward;
  • assist the seller in ordering a timely pest control report and review the required corrective work;
  • make sure that the parties deliver the required documents and funds to escrow; and
  • provide any assistance the parties request or require that is within the agent’s abilities to ensure that the parties fulfill their obligations and are fully informed of the progress of the transaction.

The real estate broker for the seller may share the sales commission with a cooperating broker who brings the buyer to the transaction. An agreement between the two brokers will ensure that both understand the compensation that will be paid at the closing of the transaction.

RESPONSIBILITIES OF THE ESCROW HOLDER

Although local practices may vary somewhat, the duties of the escrow holder generally include those listed below and in the flowchart shown in Figure 10.2. Throughout this section, we refer to the escrow officer, someone employed by an escrow company or escrow holder to handle escrow transactions. The escrow officer follows the specific procedures required by the escrow company or escrow holder, which vary from company to company and may be quite detailed.

ESCROW INSTRUCTIONS

The escrow holder in a residential property sale typically uses a printed form of escrow instructions listing what buyer and seller must do. Both buyer and seller must sign the instructions. The instructions will include such items as the

  • purchase price,
  • terms,
  • financing provisions,
  • how buyer’s title is to vest,
  • encumbrances that will affect the buyer’s title,
  • conditions affecting the transaction,
  • date of closing,
  • required inspections and other reports,
  • expenses to be prorated,
  • date on which buyer will take possession of the property,
  • documents involved, and
  • disbursements to be made and who will pay for them.

Since 1999, the CAR Residential Purchase Agreement (Form RPA-CA) has included joint basic escrow instructions. Most escrow companies now send out instructions that serve as a supplement/addendum to the contract, stipulating their additional general provisions of escrow practice and providing disclosures required by federal and state laws applicable to escrow agents.

FIGURE 10.2:

The Escrow Process

  • ESCROW HOLDER
  • Accepts purchase contract that includes joint escrow instructions
  • Prepares escrow holder’s general instructions and any specific instructions
  • Orders title search
  • Receives and reviews preliminary report
  • Requests and receives statements from present lenders
  • Receives termite and other inspection reports
  • Receives new loan package
  • Receives fire and other insurance policies
  • Receives other required information and statements
  • Makes instructed prorations and adjustments
  • Requests and receives necessary funds
  • Audits file to verify sale ready to close
  • Orders final check of title and recording of documents
  • Closes the sale by preparing and delivering settlement statements and transferring funds and documents of title

  TITLE SEARCH

Following a request by the escrow officer, the title company named by the parties searches the title records and provides a preliminary report. The preliminary report should identify the property and current owner of record, as well as any recorded liens or other encumbrances. The escrow holder reads the report to verify the legal description and to determine if there are any child support liens, taxes, or judgments for which a release will be required before the close of escrow. The buyer and the buyer’s agent should review the preliminary report.

LENDERS’ STATEMENTS

If the property is encumbered by any loans, the escrow officer contacts all lenders. Each is asked to provide either a demand for payoff (if the loan is to be paid in full through escrow) or a beneficiary statement (if the buyer will take title subject to loans of record)

TERMITE AND OTHER REPORTS

The escrow officer receives all reports authorized by the escrow instructions and obtains the necessary approvals of those reports by the parties. Such reports might include a structural pest control report or a roof, an electrical, a foundation, or a soil report. If the seller has agreed to pay for indicated repairs through escrow, provision for that payment at closing must be made.

NEW LOAN PACKAGE

Most often, the buyer obtains new financing. In that case, the escrow officer receives the appropriate loan documents and instructions, obtains the buyer’s signature of approval, and makes sure all conditions are met before funds are disbursed at closing.

HAZARD INSURANCE POLICIES

Prudent buyers arrange to insure property they purchase, effective as soon as they take title. Lenders will insist on a policy that adequately covers the cost to repair or replace the improvements. The escrow officer must obtain a copy of the policy commitment.

 OTHER INFORMATION AND STATEMENTS

The closing may require information on property taxes, assessments for improvements such as sewers, utility payments, and other property expenses that will require an accounting at the time of closing. If the property is rented, rent payments and security deposits also may be part of the computations. Other statements, such as the FHA appraisal value required in an FHA-insured sale, are required.

 PRORATIONS AND ADJUSTMENTS

The escrow holder, who has received all of the required information, then computes the necessary prorations of items charged to buyer and seller. These may include insurance, taxes, assessments, utilities, and security deposits and rents.

 Tax prorations will depend on whether the tax has been paid. Prepaid taxes from the day of closing will be a credit to the seller and debit to the buyer. If the current tax due has not been paid, the seller will be debited and the buyer credited the amount of tax owed up to the day of closing.

Taxes are prorated as of July 1, the first day of the tax year, or January 1, the beginning of the second half of the tax year. The escrow holder also prorates the buyer’s mortgage interest as of the date funds are disbursed. Because interest payments always are made in arrears (that is, for the month just past), interest for the number of days from closing to the start of the first full month must be computed.

 In most prorations, a 30-day month is used. (In interest prorations, the lender sometimes insists on the actual number of days in the month—31 days, for instance.) Prorations typically assume that the buyer’s rights and obligations begin on the day of closing. The buyer is responsible for any payments to be made for that day, such as property taxes and homeowners association dues. The buyer will receive credit for any proceeds, such as rent income, that have been received for that day.

MATH CONCEPTS

FOR EXAMPLE

FOR EXAMPLE

FUNDING

The escrow officer requests the appropriate party to deposit the required funds in the escrow account. The lender provides the committed percentage of the purchase price. The buyer (borrower) will provide whatever amount is necessary to cover the remainder of the purchase price, taking into account any deposits already made as well as costs of closing, such as fees and prorations.

 AUDIT OF THE FILE

The escrow officer double-checks that all conditions before closing have been met, including all necessary funding.

 FINAL TITLE REVIEW

The escrow officer orders the title company to make a final check of the seller’s title as of the close of business of the escrow completion date. This is done to verify that the title has not changed or been encumbered since the time of the preliminary report. If no change has occurred, the title company records all transaction documents.

 CLOSING OF THE SALE

After the escrow officer has confirmed the recording of the transaction documents, the escrow is considered closed. The escrow holder will send settlements to buyer and seller, disburse funds, and deliver documents as soon as possible. Note: California law permits the lender to charge interest for no more than one day before the date that the loan proceeds are disbursed out of escrow or disbursed to the borrower or another party on behalf of the borrower. The law applies to notes secured by a mortgage or deed of trust on property of one to four residential units.

 Settlement statements detailing transaction costs to buyers and sellers of dwellings of one to four units are required by the Real Estate Settlement Procedures Act (RESPA). A Closing Disclosure form appears in Figure 10.3.

Closing Disclosure

 CANCELLATION OF THE ESCROW

Not every transaction reaches a successful closing. The escrow can be canceled and the deposit returned to the buyer, only if both parties provide written instructions to the escrow holder. The agent(s) should check with the escrow officer for cancellation fees before having buyer and seller sign the cancellation instructions to ensure that all costs are accounted for.

G and L form a limited partnership. G,

G and L form a limited partnership. G, the general partner, contributes $10,000 and L, the limited partner, contributes $90,000. The partnership purchases a building on leased land, paying $100,000 cash and borrowing $900,000 on a nonrecourse basis from a commercial lender, securing the loan with a mortgage on the building. The terms of the loan require the payment of market rate interest and no principal for the first ten years. Assume for convenience that the building is depreciable at the rate of $50,000 per year for twenty years, and that other partnership income equals expenses for the years in question. The partnership agreement contains a qualified income offset, and G is required to make up any capital account deficit. Except as otherwise required by a minimum gain chargeback provision, the agreement allocates profit and loss 90% to L and 10% to G until such time as the partnership recognizes items of income and gain that exceed the items of deduction and loss that is has recognized over its life. Subsequent partnership income and losses are allocated equally between G and L. Assume that it is reasonably anticipated that the equal allocation will begin after ten years. The partnership agreement states that G and L each has a 50% interest in partnership profits for purposes of § 752.

(a)How is the $900,000 liability allocated in year one?

(b)How will the liability be allocated at the end of year three?

(c)How will the liability be allocated at the end of years one and three if excess nonrecourse liabilities are allocated in a ratio of 90% to L and 10% to G?

(d)What result in (a), above, if the debt is guaranteed by G, who has no right to reimbursement from the partnership? Does the result change if G has a right to reimbursement from the partnership? What if G has a gross assets of only $6,000?

(e)What result in (a), above, if the debt is guaranteed by L, and L has a right to reimbursement from the partnership?

(f)What result in (a), above, if G is the lender?

Worker 1 with non-labour income Y i

Worker 1 with non-labour income Y is facing a wage offer, w and a utility function defined over consumption and leisure

U (c,l) = lnC + 4lnl

a) When comparing worker 1 with worker 2 whose utility function is described by U(c,l) = cl ,

which worker places a higher value on labour market work?

b) Assuming the worker participates in the labour market. Derive the worker’s compensated labour supply function and the compensated labour supply elasticity with respect to wage as a function of utility level and wage

c) Derive worker’s uncompensated labour supply function (for labour market participants and non-participants) and the uncompensated labour supply elasticity (for labour market participants) with respect to wage as a function of non-labour income and wage

d) Derive worker’s income elasticity. Is leisure a normal or inferior good for this worker?

e) What is the functional form of the income effect from a marginal decrease in income

f) What is the functional form of the substitution and total income effects of a marginal increase

g) Prove that the Slutsky equation holds for this worker

Harmandeep Ltd. is a private company

Harmandeep Ltd. is a private company in the pharmaceutical industry. It has been preparing its financial statements in accordance with ASPE. Since it has plans to go public in the next three to five years, it is considering.changing to IFRS for the current year. It wishes to adopt policies that will maximize the return on shareholders’ equity. Based on the draft financial statements prepared in accordance with ASPE, its net income for Year 5 is $409,000, and its shareholders’ equity at December 31, Year 5, is $3,590,000.

Harmandeep has engaged you to reconcile net income and shareholders’ equity from ASPE to IFRS. You have identified the following five areas in which IFRS differs from ASPE:

1. Impaired loans-original versus market rate of interest

2. Interest costs-capitalize versus expense

3. Actuarial gains/losses-recognize immediately in net income versus recognize immediately in other comprehensive income

4. Compound financial instrument-debt versus equity components

5. Income taxes-future income tax method or taxes payable method

Harmandeep, provides the following information with respect to each of these accounting differences.

Impaired Loans

One of Harmandeep’s debtors is in financial difficulty and defaulted on its loan payment during the year. The outstanding balance on this loan receivable at the end of Year 5 was $240.000. As a full settlement of the loan. Harmandeep agreed to accept five annual payments of $59,000 with the first payment due on December 31. Year 6. The original interest rate on the loan was 11%. The market rate of interest for this type of loan is 9%, No adjustment has been made for the impairment of the loan receivable.

Interest Costs

Harmandeep arranged a loan of $980,000 to finance the construction of a warehouse: $490,000 was borrowed on March 1, Year 5, and another $490.000 was borrowed on October 1, Year 5. The loan is repayable over five years with an interest rate of 9%, with the first payment due on September 30, Year 6. The warehouse was nearly complete at the end of Year 5. No interest has been accrued on the loan at the end of Year 5.

Actuarial Gains/Losses

Harmandeep instituted a defined benefit pension plan in Year 3. The first actuarial evaluation, which was done as at June 30. Year 5.indicated an actuarial gain of $163,500. The expected average remaining service life of the employee workforce was 15 years at the time of the actuarial evaluation. The actuarial gain has not yet been recognized in the preliminary financial statements.

Compound Financial Instrument

On December 31, Year 5, Harmandeep issued bonds for proceeds of $1,180,000. The bonds are convertible into common shares at any.time within the next five years. The bonds would have been worth only $1.112.000 if they did not have the conversion feature. The proceeds on the bonds have been recognized as long-term debt in the preliminary financial statements.

Income Tax

Harmandeep’s income tax rate has been and is expected to continue at 40%. Assume that any adjustments to accounting income for the above items are fully deductible or taxable for tax purposes. The preliminary financial statements reflect the tax payable method of accounting for income taxes. If the future income tax method were adopted, future tax liabilities should be set up for $309,000 at the end of Year 4 and $358.000 at the end of Year 5.

Requirement

I’m looking for a schedule to convert net income and total shareholders’ equity from the preliminary financial statements amounts to amounts under ASPE and IFRS. Where accounting choices exist. choose policies that minimize return on total shareholders’ equity under ASPE and maximize return on total shareholders’ equity under IFRS.

rational preference relation is continuou

Suppose the rational preference relation is continuous, monotonic (maybe weakly monotonic) and homothetic. Show that preference relation is represented by a utility function that satifies, the following: for any α > 0, and any x ∈ X,

u(αx) = αu(x)

market efficiency

Based on your knowledge on EMH, how have your view on market efficiency changed and how will this impact your investment decisions going forward? 

MBA Application Essay:

Project instructions:MBA Application Essay:
Essay 1
Please share your immediate and long-term career goals. How will earning an MBA at Kenan-Flagler Business School benefit you, both personally and professionally, on your journey toward achieving these goals? Limit your response to 500 words”

I specifically would like to have this detail that I found my passion in Corporate Finance while on the GI Bill after spending five years in the United States Marine Corps. My short term goals are to enhance my corporate finance skills, to benefit my current employer in the Nuclear Energy sector. My long term goals are to transition into a new industry while continue working in Corporate Finance.

Understanding the Business Environment

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BUS4001
Understanding the Business Environment
Report
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14:00 UK time on the date of submission)
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Assignment Brief
As part of the formal assessment for the programme you are required to submit an Understanding the Business Environment assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.
Learning Outcomes:
After completing the module you should be able to:

  1. Distinguish between organisational types.
  2. Identify their key stakeholders and evaluate their needs and influence.
  3. Explain the nature of the national environment in which an organisation operates and its impact on selected businesses, including economic, political and legal factors.
  4. Examine the behaviour of selected organisations in their national and international market environments.
  5. Identify, select and use a range of economic tools to determine appropriate business decisions under different economic, political and legal constraints.
    Your assignment should include: a title page containing your student number, the module name, the submission deadline and a word count; the appendices if relevant; and a reference list in Arden University (AU) Harvard format. You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.
    Maximum word count: 3000 words
    Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.
    You must not include your name in your submission – Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.
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    Assignment Task
    Choose an organisation with which you are familiar, either the one where you currently work, a previous employer or one for which you have access to the required information. You should use this organisation (and the industry in which it operates) as your example when one is required.
    Task One:
    Business organisations can be classified according to many types of criteria.
    Provide an introduction an organisation with which you are familiar, identifying the legal structure (public company, private company, voluntary, charity, public sector, etc.) along with an outline of the operations / purpose of your organisation and its main objectives.
    Identify and explain the market structure under which the organisation operates, including a discussion of how the market structure affects the behaviour of the organisation in looking to achieve competitive advantage.
    (20 marks)
    (600 words)
    (LO2)
    Task Two:
    Define the following terms: ‘stakeholder’; ‘shareholder’ and ‘stakeholder analysis’. Using a named real company of your choice, demonstrate how you would apply the stakeholder analysis process to identify the company’s stakeholder groups and evaluate their needs and influence.
    (20 marks)
    (600 words)
    (LOs 3 & 5)
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    Task Three:
    This Task requires you to research the organisation highlighted and then undertake a business environment analysis using appropriate business analysis tools/frameworks to identify critical issues facing the organisation both in the domestic and international market environments.
    a) Discuss three reasons why it is imperative for your selected organisation to analyse the business environment it faces. Using the PESTEL framework, identify and explain at least five (5) important macro environmental influences currently affecting your chosen organisation.
    b) Explain the importance of Porter’s Five (5)-Forces model. Using the Five-Forces model, examine the current behaviour of the selected organisation and explain what you believe to be the five (5) most critical influences arising from the competitive market environments, both nationally and internationally.
    Coca Cola: https://investors.coca-colacompany.com/
    (35 marks)
    (1050 words)
    (LOs 4 & 5)
    Task Four:
    Referring to the Key Performance Indicators in the annual report of the organisation in Task 3, evaluate the development of the business with reference to short-term and long-term performance. In your own assessment, do you believe current growth reporting practice is balanced in terms financial and non-financial measures of performance? Justify your answer and provide recommendations for improvement.
    (25 marks)
    (750 words)
    (LO1)
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    Formative Feedback
    You have the opportunity to submit a draft plan to receive formative feedback.
    The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.
    Your plan must be submitted to your tutor at least two weeks before the submission date. This is to allow time for you to reflect on the feedback and draft your final submission.
    Formative feedback will not be given to work submitted after the above date.
    Guidelines:
    You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system.
    The My Study Skills Area on iLearn contains useful resources relating to referencing.
    You must use the AU Harvard Referencing method in your assignment.
    Additional notes:
    Students are required to indicate the exact word count on the title page of the assessment.
    The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count See ‘Word Count Policy’ on the homepage of this module for more information.
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    Submission Guidance
    Assignments submitted late will not be accepted and will be marked as a 0% fail.
    Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn.
    You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area).
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    Assessment Criteria (Learning objectives covered – all) Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those skills and competences. Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self-awareness of their own academic and professional development. Grade Mark Bands Generic Assessment Criteria First (1)
    80%+
    Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations. The work shows an excellent level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work shows originality of thought.
    70-79%
    Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations.
    The work shows a high level of competence in managing sources and materials, initiative and very good academic writing skills and professional skills (where appropriate). The work shows originality of thought. Upper second (2:1)
    60-69%
    Very good performance which demonstrates the ability to analyse the subject and apply some theory. The work shows a good level of competence in managing sources and materials and some initiative. Academic writing skills are good and expression remains accurate overall. Good professional skills (where appropriate). The work shows some original thought. Lower second (2:2)
    50-59%
    A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are satisfactory and expression remains accurate overall although the piece may lack structure. Satisfactory professional skills (where appropriate). The work lacks some original thought. Third (3)
    40-49%
    Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a basic use of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. Marginal fail
    30-39%
    Limited performance in which there are omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
    29% and below
    A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations.
    The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

Particulars of Claim and Interim Order.

Particulars of Claim and Interim Order.

Instructions to Counsel

I am writing to you having been instructed to represent Lady Margaret Lascelles, sole beneficiary of a trust set up by her aunt, The Right Honourable Viscountess Sandringham.  Lady Lascelles is in a dispute with her trustee, Captain Thomas Mountbatten and a Mr Winston Townsend, the trust’s financial advisor.  We would, in turn, like to instruct you to represent our client in this matter.

We have already issued a Part 7 Claim Form (enclosed with this letter) at the Chancery Division of the High Court in the Hatfield District Registry[1] of the Business and Property Courts and stated that the Particulars of Claim will follow.  We are still compiling formal witness statements, but we have received the following preliminary information from Lady Lascelles who asserts her belief in its truthfulness.

The trust in favour of Lady Lascelles was created on 11th April 2002 and was for a total capital sum of £2,000,000. The trust instrument was drawn up by us, Akindele, Foskett, and Tan Solicitors.   Captain Thomas Mountbatten is the sole trustee of the trust.  He was appointed trustee by the settlor, The Right Honourable Viscountess Sandringham as he had served in the Royal Air Force with Viscount Sandringham and Sir Phillip Churchill, Lady Margaret’s father.  He had been a close friend of the family for around 50 years and we are told was trusted implicitly.  However, recent years have not been kind to Captain Mountbatten.  He lost a significant proportion of his wealth in an overseas property investment and while it is not said in public, our instructions are that he has developed an issue with gambling in trying to retrieve his fortune.  We understand that he is not quite at the stage of bankruptcy, but Lady Lascelles believes it is a possibility.  Since the death of his wife, it is also said that he drinks far more than is advisable. 

The trust instrument is a fairly standard form document and the terms of the trust are pretty ordinary.  However, there is one particular area where it differs from the standard provisions required by law and which goes to the heart of this matter.  The trust instrument does not give the trustee complete freedom over how the trust fund can be invested.  The specific clause of the trust instrument[2]states:

10 Powers of Investment

10.1 The application of the General Power of Investment under the Trustee Act 2000 is excluded.

10.2 The Trustee(s) may invest in public limited companies provided that:

            a) Reasonable care is taken to ensure that any investments create a diverse portfolio.

b) Advice from a suitably qualified professional is obtained prior to making any investment.

c) Any investment in any one company must be for less than 10% of the initial trust capital.

            d) Any investment is reviewed on a regular basis for its ongoing suitability.

Mr Winston Townsend is a financial advisor to the trust and has also advised all of the families over the years regarding their financial affairs (this predates the creation of the trust so it is over 20 years).  In fact, the one-time Captain Mountbatten did not seek his advice was when he lost his fortune on the overseas investment.  Mr Townsend operates on a contract for service basis so is paid ad hoc as and when the trust needs financial advice, but he is always used, particularly around investments.  He has made a lot of money for not just the trust, but also the wider families too as part of their own wealth management.  Lady Lascelles has stated how she and Captain Mountbatten have personally told him how grateful they are for his advice and how much they trust his judgment.  He should be under no illusions according to Lady Lascelles how much he is relied on, especially by Captain Mountbatten.

The specific dispute for which we have been instructed regards an investment of £200,000 in Crown-Windsor Medical Supplies PLC (the company), consisting of 100,000 shares at a share price of £2 per share.  The shares were acquired on 3rd March 2020, we were not involved in the transaction.  The company produces medical supplies and equipment to hospitals and veterinary surgeries.  The sum invested was exactly 10% of the initial capital sum left on trust and so is a clear breach of clause 10.2(c) of the trust instrument.  The investment initially saw good returns with the share price rising upon the company securing a £40,000,000 government contract on 29th April 2020 to supply PPE equipment to the NHS for the supply of PPE.  The trust was at that time looking at a profit of £200,000 if it had sold its stake as the share price rose to £4 per share.  However, the company failed to deliver on the Government contract, supplying faulty equipment that could not be used for the first delivery.  Consequently, it had to repay the value of the contract to the Government and subsequently lost all other orders.  This has caused the company to enter administration as of the 2nd November 2020 and the value of the shares has been wiped out losing the trust its investment.

Prior to making the investment, as per the trust instrument, Captain Mountbatten did as required under the trust instrument, seek financial advice and this was given by Mr Townsend who also facilitated the purchase by making the acquisition of the trust’s behalf.  At various stages after the investment was made, questions were asked by Lady Lascelles about the size of the investment and the retention of it when a significant profit could have been made, Captain Mountbatten repeatedly informed her that he had been advised by Mr Townsend that the investment was sound and would keep growing, and thus make a significant profit for the trust.  In a letter dated 1st May 2020 Captain Mountbatten wrote to Lady Lascelles stating,

“Winston always tells me, you need to speculate to accumulate.  We are only getting the return we are because of the size of the investment.  Winston told me without significant investment the company would not have been in a position to win the Government contract and we got a special rate for that investment as a result.  Your aunt would have approved, of that I have no doubt.  Your uncle was always playing the stock market and look how that turned out.”

Since the company went into administration, we have discovered the following information that we feel is pertinent to the matter:

·        Shares in the company were freely traded at the time of the investment and had a public value of £2 per share, there was no special rate for bigger investments.

·        Captain Mountbatten was also gifted 5,000 shares, worth £2 per share, in the company, receiving them in a personal capacity.  The transaction also took place on the 3rd March 2020, the same day as the trust’s investment, and with the previous owner being Mr Townsend.

·        Mr Townsend had the company as a client, with Mr Townsend contracted to broker deals leading to investments in the company.  Disclosure of documents from the company reveal that Mr Townsend’s contract commenced on 10th February 2020 and contained the following clauses:

31. Payments of Commissions

31.1 You will receive commission for each investment in the company that you broker.  The rate of commission will be as follows:

a) Investments of under £10,000 – 1% of the invested sum

b) Investments of between £10,000 and £99,999 – 3% of the invested sum

c) Investments of between £100,000 and £199,999 – 5% of the invested sum

d) Investments of £200,000 and over – 10% of the invested sum

32. Gratuity Stock Options

32.1 Upon starting to act as our agent you will be granted a stock option in the company of 5,000 shares underwritten by the company.

32.2 You must notify the company within 28 days of starting to act for the company if you wish to take up this option.

32.3 If you take up the option you shall be prohibited from selling the shares for a period of three years from the date of exercising the option.  However, you may make a gift of the shares, i.e. for no consideration, in full or part, during this period.

·        Mr Townsend exercised the stock option on the 20th February 2020.

Lady Lascelles claims that Captain Mountbatten was induced to make the investment in breach of trust by Mr Townsend with the offer of shares for himself.  In turn, it is claimed that Mr Townsend, despite knowing he was being relied on, let his own personal gain influence his advice to the trust and took advantage of Captain Mountbatten’s vulnerability.

Lady Lascelles has informed us that Captain Mountbatten is very traditional and lacks digital skills.  Consequently, he always corresponds by written letter and will print any emails he receives and stores them.  While she has a copy of the trust instrument any claim will be stronger if we can secure documentary evidence between both defendants.   We wonder if in light of the situation faced by Captain Mountbatten, we should be concerned with the security of any evidence.  Our client has also shared concerns about the ongoing solvency of Captain Mountbatten for the reasons mentioned above, and that Mr Townsend may be in the process of leaving this jurisdiction.  We understand that Mr Townsend is currently in Wilmington, Delaware in the United States and has been there for around one month now.  He also has a home in Jersey and has set up a new financial services company registered in the British Virgin Islands. His British advisory service does still seem operational for now though.  Therefore, we would like you to bear all this in mind and make any interim applications that you feel are necessary to support the claim and protect our client’s position.  If you do feel such an application is necessary, we will complete the associated application forms, but would instruct you to draft any order you choose to seek from the court. If you feel that none are need, please can you let me know by way of a memo so I can keep Lady Lascelles updated.

Pursuant to any interim order sought, and the matter generally, I have also received the following information:

·        The case, including any interim matters, will be presided over by Mr Justice Murad.

·        The court clerk has indicated that we would be able to have a remote without notice pre-trial application hearing no later than Tuesday 12th January 2021 if one were to be needed with a return date of no later than 9th February 2021.

·        We have a meeting arranged to secure a sworn affidavit[3] by Lady Lascelles on 4th December 2020, to be filed on behalf of our client at the date or your choosing, if at all.  This will be the first sworn affidavit in this matter by Lady Lascelles and the date can be used in any court documentation being drafted.

We are happy for you to use your own initiative and judgment for any other matters where information is required.

Please also note that the firm’s trainee that I am supervising, Donald Wilberforce will be assisting me in all matters related to this claim.  We also have the services of Nicholas Walker, a local solicitor with Scott Nicholls and Co. who specialises in Chancery matters if we need any assistance from outside of Akindele, Foskett, and Tan Solicitors.

Yours sincerely,

Peter Nourse

Peter Nourse

Solicitor and Senior Partner

Akindele, Foskett, and Tan Solicitors

2 Boardman Court

Chemersham

HP57 1LC

DX 2001437 Chemersham 38

p.nourse@afts.co.uk

01707 437102


[1]For the purposes of your assignment, please assume there is a district registry in Hatfield.

[2]For the purposes of the assessment, you do not need to worry about submitting the trust instrument or any other documents referred to in this document, alongside the particulars of claim.

[3]Please note that there is no actual affidavit for you, and you do not need to worry about submitting one with your work.  Also, if you are minded to seek an interim order, please note you are not expected to demonstrate any compliance with any template undertakings.

Wormhole Attack Detection Methods in Mobile Ad Hoc Networks

Wormhole Attack Detection Methods in Mobile Ad Hoc Networks

Paper instructions

NS2 Simulation Process
And the steps should work on it 1- build the protocols 2- agent code 3- tcl script ( scenario generation ) 4- finalized trace files 5- proposal protocol 6 – build and run simulation and report analysis

Managing for quality and performance excellence

Managing for quality and performance excellence

Seasoned writer preferred, high quality,logical sentences, accurate facts, well researched. Grammarly should be used. Plag free work. 

For this final paper, you will be reviewing and reflecting on the quality management concepts and knowledge gained throughout the course. You will be applying your critical thinking, drawing your own conclusions, and applying what you have learned to improve quality and performance excellence. Follow the prompts below and make sure to address each in sufficient depth to answer the questions and cover the associated concepts. This will serve as a good review of the content, methods, and principles learned of total quality management (TQM). 

As you work on your final paper, keep in mind the following bullet point observations on the role of quality.

    Six quality perspectives are listed below and explain how each quality perspective applies to the product or service:

        Quality in manufacturing.

        Quality in service organizations.

        Quality in business support functions.

        The role of the quality function.

        Quality and competitive advantage (business results).

        Quality and personal values.

    Modern day quality management practices represent the approaches that organizations use to achieve the quality management principles.

    Customer satisfaction is vital to keeping customers and growing a business.

        Customer requirements, as expressed in the customer’s own terms, are called the voice of the customer.

    Organizations continue to learn that to satisfy customers, they must first satisfy the workforce. (Review Chapter 4, specifically Table 4.1: Key Workforce-Focused Practices for Quality, and the two Chapter 4 sections: High-Performance Work Cultures, and Principles of Workforce Engagement and Motivation.)

    Motivation theories can be applied to support high performance in any organization.

In your paper,

    Explain how (PHILIPS electronics) applies the six steps from key customer-focused practices for quality management in the customer focus to meet or exceed customer requirements.

    Identify which of the variety of methods, or “listening posts,” (PHILIPS electronics) uses to gather the voice of the customer, including their needs and expectations, their feeling of importance, and their satisfaction as a customer.

    Evaluate the principles of workforce engagement, and empowerment and motivation, and evaluate why these two items are important to quality, and which five of Deming’s 14 points relate directly to the notion of empowerment.

    Apply one content theory, one process theory, and one environmentally-based theory to (PHILIPS electronics), detailing the context and situation.

    State if (PHILIPS electronics) has a high-performance work culture and describe why or why not.

    Summarize how Philips, Inc embodies the Baldrige Award Excellence Framework, core values, and processes.

    Assess the impact, if any, of the Baldrige Award Excellence Framework and the Deming philosophy on the organization.

    Select a product or service that your organization, or an organization of your choosing, purchases on a regular basis: (PHILIPS Kitchen Applicances)

        Explain why quality is important to that product.

        Evaluate the competitive environment for the product.

        Appraise how each quality perspective applies to the selected product.

        Illustrate how each of the seven quality management principles pertains to (PHILIPS electronics) using three approaches per principle.

        Appraise how the Deming philosophy and Deming’s 14 points may apply to the product.

PLEASE USE ACADEMIC VOICE

COurse textbook:

Evans, J. R., & Lindsay, W. M. (2020). Managing for quality and performance excellence (11th ed.). Cengage Learning.

Understanding Family Violence: The Intersection of Child Abuse and Elder Abuse

Understanding Family Violence: The Intersection of Child Abuse and Elder Abuse

Upon completing the assigned readings, answer the seven questions posed in the assignment.  Answers should be submitted in short paragraph form.  Please be advised that incomplete sentences or bullet point answers will not be accepted.  Be sure to answer each question in its entirety, while appropriately citing the authors using APA format.  Simply put, your work should demonstrate a command of this week’s readings.  To do so, it is essential that you devote adequate time to each reading; that you reflect on the subject matter; that you organize your thoughts; and that you compose complete and carefully constructed answers. <
Questions to Answer:<
<
1) What does Mercado-Crespo (2015) recommend to better deal with the co-occurrence of domestic violence and child maltreatment? <
<
2) Discuss how the attitudes and behaviors exhibited by abusers may influence the belief system of a child who witnesses domestic violence.<
<
3) Discuss the ways in which an abuser may use a child to maintain control in a relationship.<
<
4) According to Nerenberg (2008), what challenges exist to defining elder abuse?<
<
5) Discuss financial abuse in cases of elder domestic violence.  In what ways are the elderly particularly vulnerable to financial abuse?        <
<
6) Beyond the reasons inferred in the article, what might dissuade elderly victims from accessing services to the same extent as younger women?  Think about a senior citizen who you know (e.g., a grandmother or aunt); what is it about her views and beliefs that might make her less inclined to seek help?<
<
7) Other than a spouse, who, according to Lundy and Gossman (2009), is most likely to perpetrate abuse against an elder?  What might be the reason for this?

Write your personal but professional viewpoint

Paper instructions: 

Write your personal but professional viewpoint on what you learned in Colonel Fortier’s lecture. Info: I’m a senior industrial engineer student but this class is a junior class. The name of the class is Introduction to Industrial Engineering and Management Systems, but please do not mention any of this info. that is just my background

Reading Journal on George Orwell’s “Shooting an Elephant.”

Reading Journal on George Orwell’s “Shooting an Elephant.”

Reading Journal on George Orwell’s “Shooting an Elephant.”

 For this journal entry, consider George Orwell’s “Shooting an Elephant.” What is the point of Orwell’s narrative? Why do you think he wrote it? Does anything in the story surprise you? Did you learn anything new as a result of reading Orwell’s essay? 

You should also discuss those elements of the narrative essay that you feel are present in this narrative. How does Orwell engage the reader in the introduction? Does the narrative have a point? What can you say about the arrangement of the events presented in the narrative. Does the point of the essay guide the reader to think further about the subject of the narrative?

Your journal entry should be between 400-500 words and adhere to MLA formatting. Make sure that you organize your ideas into paragraphs. You do not have to answer each of the questions above. Rather, the questions are meant to help guide you as you read the text. Pay attention to how Orwell engages the reader such that it is difficult to put the essay down. You should engage with the text; don’t simply write a summary of Orwell’s essay

Empirical Finance Fall 2021 Assignment 4

Page 1
Case Western Reserve University
Weatherhead School of Management
FNCE 435 – Empirical Finance Fall 2021 Assignment 4


Part I – Concepts

  1. An earnings restatement is a revision of one or more of a company’s
    previous financial statements to correct an error. According to Investopedia, such
    restatements “can result from accounting mistakes, noncompliance, fraud,
    misrepresentation, or a simple clerical error.” From those, only clerical error is a benign
    reason for a restatement; all others suggest either poor managerial quality or wrongdoing.
    As such, your friend says that investors should react negatively to earnings restatements.
    You want to conduct an experiment to test your friend’s assertion—more specifically, the
    assertion that the return at time t on the stock of the company announcing the earnings
    restatement will be negative on average (across all such announcements). Please explain
    what you should do—in terms of setting up your hypothesis, which data to collect, and
    how you would test your hypothesis. In particular, be specific about the exact statistical
    test to be implemented.
    You can assume you have access to a large sample of earnings restatements, and to any
    data you deem relevant to your analysis.
    Figure 1: Targets’ abnormal returns around merger announcements
    FNCE 435 Fall 2021 Assignment 4
    Page 2
  2. An event study of merger announcements tracks what happens to the targets’ returns
    around announcement dates. Merger announcements occur sometimes after the close of the
    market, so reactions to such announcements may take place in the next trading day. The
    pattern is shown in the figure below. Take the first row of the table, for example: it states
    that average abnormal returns (where abnormal return is measured as the target’s stock
    return minus the market return) across targets for the 10th trading day preceding the merger
    announcement is –11 basis points, or –0.11%.
    Discuss whether merger conveys good news, bad news or no news for the target. Define
    the null as the merger does not carry any news, and the alternative hypothesis as the merger
    conveys good news. Please write down the hypothesis and test it.
    Then discuss whether markets are efficient in incorporating the information in the merger
    announcement.
    Part II – Empirical Examination
    This part will empirically explore the market reactions to sell-side analysts’
    recommendations. Sell-side research is big business. It employs many graduates from
    business schools, and a good amount is money is involved: Most top tier banks in the
    United States spend more than $100 million per year with equity research. Sell-side
    analysts do research on specific firms and produce reports with estimates about firms’
    future earnings, long-term growth, sales, etc.
    Analysts also produce recommendations on the firms they follow. Recommendations come
    with extensive research reports, but in the end a recommendation amounts to a statement
    about whether someone should buy, hold, or sell. For example, a buy issued by analyst i to
    firm j’s stock at time t means analyst i recommends that one should buy firm j’s stock at
    time t because that analyst believes the stock is undervalued and expected to appreciate in
    the next 12 months.
    Of course recommendations might be meaningless, just statements without any support
    from the firm value’s fundamentals. In fact, there is a long literature discussing how sellside
    analysts face enormous conflicts of interest. They might issue, say, a buy
    recommendation not because they truly believe the stock will appreciate but due to a
    different motivation. Here are two stories, for example, on why a buy recommendation
    might not be really predictive of higher returns for the recommended stock:
  3. Besides issuing recommendations and forecasts, analysts engage in other activities.
    Most notably, they can assist the investment banking activities of their employers
    in their advisory role in equity offerings. Specifically, they can help the investment
    bankers in their “pitch” to become underwriters in equity offerings. Having an
    analyst cover a firm can be beneficial to the firm since it raises awareness about the
    firm. It is even more beneficial if the coverage carries a positive tone—that is, if
    the projections issued by the analyst are optimistic. One big selling point for an
    investment banker is thus her ability—though the sell-side research arm of her
    employer—to provide sell-side coverage for the firm involved in the offering—and
    perhaps a coverage with a positive tone!
  4. Analyst i may also issue unwarranted optimistic recommendation to firm j’s stock
    in order to curry favor with firm j’s management personnel.
    FNCE 435 Fall 2021 Assignment 4
    Page 3
    We want to examine whether recommendations are valuable. One way to do that is to track
    the path of the recommended stock in the year following the recommendation’s
    announcement date. That has many challenges, though. Instead, let us take an easier path
    and examine how investors interpret a recommendation, and thus examine the market
    reaction to the recommendation. We examine such reaction through two different
    hypotheses.
    Take the event of issuance of a buy recommendation. For such event, we want to examine
    two hypotheses. First, we want to check whether the announcement of a buy carries any
    implication about the value of the firm. Our null hypothesis is that there is no market
    reaction to the announcement, so we write:
    H0: No price reaction to the announcement of a buy
    Ha: There is price reaction to the announcement
    Our second hypothesis is conditional on the rejection of H0. If we do find reactions to
    announcements of a buy we want to further examine the efficiency of the market in
    impounding new information in the firm’s stock. For that, we look at the overall price
    pattern around (and more important, after) the event date.
    I have collected for you 5 subsamples of recommendations. They are randomly selected
    recommendations issued between 1993 and 2018. The file, ‘a4_rec_data.sas7bdat’
    (available on Canvas), contains the following variables: PERMNO (permno of the
    company for which the recommendation was written), AMASKCD (a code identifying the
    analyst issuing the recommendation), ANNDATS (the recommendation announcement
    date), REC_TYPE (the type of the recommendation), and DESCRIPTION (a textual
    description of the type of recommendation).
    The following table shows the possible values of REC_TYPE and DESCRIPTION and
    what they mean exactly:
    Figure 1: Description of the types of recommendations in the recommendations dataset
    Take the first record of the dataset. It says that analyst 856 (AMASKCD=856) issued on
    July 18, 2002 (ANNDATS=”18JUL2002”d) a buy recommendation (REC_TYPE=1,
    DESCRIPTION=”Buy”) for the firm with PERMNO=10032.
    Figure 1 shows that dataset “a4_rec_data.sas7bdat” has 5 different types of
    recommendations. The dataset has 1,000 recommendations of each type. You will run five
    REC_TYPE DESCRIPTION Comment
    1 Buy
    New recommendation is a buy and the previous
    recommendation by the same analyst was either a hold or a
    2 Sell
    New recommendation is a sell and the previous
    recommendation by the same analyst was either a buy or a
    3 Up to hold
    New recommendation is a hold and the previous
    recommendation by the same analyst was a sell
    4 Down to hold
    New recommendation is a hold and the previous
    recommendation by the same analyst was a buy
    5 Buy Reit
    New recommendation is a buy and the previous
    recommendation by the same analyst was also a buy
    FNCE 435 Fall 2021 Assignment 4
    Page 4
    different event studies—one for each type of recommendation. In particular, notice that not
    all buys may be created equal. Figure 1 separates between a buy that implies an upgrade
    (that is the buy was preceded by a hold or sell, REC_TYPE=1) and a buy that simply
    reiterates a previous buy (REC_TYPE=5). Investors may interpret these two types
    differently.
  5. Download daily stock returns and market returns for the firms in the recommendations
    dataset. Use a period that encompasses all the dates in your input file, let’s say, between
    between January 1st, 1992 and Dec 31, 2019. Recall that daily stock returns appear in the
    DSF dataset (located at ‘/wrds/crsp/sasdata/a_stock’), and daily market returns appear in
    the dataset DSIX (at ‘/wrds/crsp/sasdata/a_indexes’).
    Of course, you can optimize your data collection and collect returns only around the
    important dates (let’s say 50 days around ANNDATS_SAS and 50 days around
    ANNDATS_SAS). It is up to you.
    (Hint: You will have to download stock returns for the whole sample period, but you do not
    need to download returns for stocks that are not part of the sample of recommendations.
    That is, since you need returns only for the included firms you will need to upload the
    inclusions file into the WRDS server. Use the PROC UPLOAD, which as the name implies
    does exactly the reverse of the PROC DOWNLOAD we already know. So you will need to
    run a code like this:
    proc upload data=d;
    run;
    Important: to avoid rerunning the downloading of the data, a task that can be time
    consuming since it depends on the performance of the Unix server, create a code to run
    step 1, and once you are done, start a new code for steps 2 and onwards.)
  6. Now you have your events clearly defined and the data on returns, it is time to run the
    event studies—five of them! The first event is the issuance of buys. Compute average
    abnormal returns for the firms receiving a buy recommendations in the 11-day period
    around these announcement dates. You should fill and show a table similar to the first panel
    (under “Buys”) in Figure 2. In Figure 2, AR stands for market adjusted returns, that is, the
    abnormal return when we subtract VWRETD from the firm’s actual return (RET variable).
    (This step is very similar to what we did in class for the event study on dividend
    announcements. That is, we need to match the datasets, then compute abnormal returns,
    then average the abnormal returns according to the nature of the subsample. Lavoisier once
    explained that “in Nature, nothing is lost, nothing is created, everything is transformed”.
    Accordingly, use the code we discussed in class as a starting point for your analysis.)
    FNCE 435 Fall 2021 Assignment 4
    Page 5
    Figure 2: Summary statistics, abnormal returns
    Plot and show a graph of the cumulative abnormal return around buys’ announcement
    dates. Important: you are graphing cumulative abnormal returns, not market adjusted
    returns. A suggestion of the format of your graph (though not exactly its shape) is shown
    in Figure 3.
    Figure 3: Average cumulative abnormal returns around event dates
    How to generate the graph? We’ve used the PROC GPLOT in class. Suppose you have a
    dataset D with the following variables: REL_DAY (from t=-10 to t=+10), ACAR (average
    cumulative abnormal return for that specific day and subsample). You thus write:
    symbol1
    color=green interpol=spline value=square;
    proc gplot data=d;
    plot acar*rel_day;
    run;
    Finally, examine what happens with the cumulative abnormal return from days +2 thru +5.
    For the event study of buys, for example, you fill out and show the first line in the output
    Day # obs
    Average
    AR(%) t # obs
    Average
    AR(%) t # obs
    Average
    AR(%) t # obs
    Average
    AR(%) t # obs
    Average
    AR(%) t
    -5 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    -4 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    -3 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    -2 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    -1 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    0 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    1 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    2 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    3 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    4 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    5 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00 000 0.0000 0.00
    Buys Sells Upgrades to hold Downgrades to hold Reiterations of buy
    FNCE 435 Fall 2021 Assignment 4
    Page 6
    in Figure 4. This analysis mimics the analysis in page 4-13 of the lecture notes on how to
    properly examine the efficiency with which the market reacts to announcements.
    Figure 4: Analyzing cumulative abnormal returns from days +2 thru +5
  7. Now, repeat step 2 for each of the other 4 events and fill in the rest of Figures 2 and 4
    accordingly (You may but do not need to create Figure 3 for the other events.)
    (Hint: You should create one single code to analyze and event and run the code separately,
    only changing one single line to define the event being analyzed. For example, if dataset
    D has the full dataset of recommendations for the five events, and you want to restrict the
    analysis to the event on buys, you run:
    data d;
    set d;
    where rec_type=1;
    run;
  8. Now, the important part: interpret your results!
    For each event, use the outputs from steps 2 and 3 to address the hypotheses in this study.
    Does the announcement of recommendations is interpreted as informative by investors?
    Does the information matches the recommendation’s advice? That is, do markets react
    positively to buys, negatively to sells, etc? Is the market efficient in reacting to the
    recommendations? Make sure you state your hypotheses clearly, and formally examine
    them from a statistical standpoint. The analysis should be carried out separately for each
    event.
    Event # obs
    Average
    CAR[+2,+5] t
    Buys 000 0.0000 0.00
    Sells 000 0.0000 0.00
    Upgrades to hold 000 0.0000 0.00
    Downgrades to hold 000 0.0000 0.00
    Reiterations of buy 000 0.0000 0.00

Your instructor may bring example projects to class and facilitate the assignment

Your instructor may bring example projects to class and facilitate the assignment of students to the various project teams. Alternatively, your instructor may ask you to identify potential projects. Therefore, you may or may not be involved in project selection. If your instructor has each student bring in a project idea, you will first need to create your elevator pitch to describe tersely what work is involved in your project and why it is important. Then you and a small team will likely need to select one of the potential projects using a scoring model. Unlike the criteria for selecting among projects in a typical organization, for your class, you may use criteria that will help you learn. You may want to include size and complexity criteria so the project is involved enough for you to benefit by using many of the techniques in this book, but small enough so you

can do the work in a reasonable amount of time. Finally, you may need to identify resources to accomplish the project using a resource matrix.

Regardless of whether your project is student or faculty generated, one of the first things you should do when assigned to a project is to learn about the company or other organization that wants the project to be completed. Why did they select this project? Is it a must-do project or did it get chosen over other competing projects? By understanding what makes the project so important, you will make better decisions and will be more motivated through the term. If your project is a must-do project, explain why. If it is not a must-do project, explain how it was selected. Explain where it fits in priority with other work of the organization.

Stanley Moore, a U.S. citizen, forensic accountant,

Stanley Moore, a U.S. citizen, forensic accountant, and certified fraud examiner, owned a foreign bank account that he controlled in Switzerland. The highest balance of the account was $900,000 and, at one time, Stanley wired $500,000 from his foreign bank account to a U.S. bank account that he also controlled. He did not report that he had a financial interest in (and signatory authority over) this foreign bank account on Schedule B of Form 1040 for any of the years that he owned the account. Penalties for individuals for failure to report on Schedule B are a maximum of $100,000, imprisonment of not more than 3 years, or both, together with the costs of prosecution. In addition, Stanley did not file a “Report of Foreign Bank and Financial Accounts” (commonly referred to as an FBAR) for any of the years that he owned the account. The FBAR is to be filed annually with the U.S. Department of Treasury when a U.S. citizen or resident alien or non-resident alien has a financial interest in, or signatory authority over, a financial account in a foreign country with an aggregate value of more than $10,000 at any time during a calendar year. For not complying with the law, Stanley faces a civil penalty of $10,000 for each non-willful violation; however, if the violation is found to be willful, the penalty for each violation is the greater of $100,000 or 50 percent of the amount in the account.

The case was investigated by the IRS and resulted in Stanley pleading guilty to willful violation of failure to file an FBAR. He was sentenced to pay $200,000 in penalties and to serve two years imprisonment.

Required

  1. Does any part of the CFE Code of Professional Standards Interpretation and Guidance of the Association of Certified Fraud Examiners apply in this situation? What type(s) of punishment could the ACFE Board of Regents impose in this situation?

GT 502 Theory and Practice of Management ESSAY WRITE UP TOPIC 7: Theories of Leadership and group behaviours QUESTION: “Leadership and management must go hand in hand.

GT 502 Theory and Practice of Management ESSAY WRITE UP TOPIC 7: Theories of Leadership and group behaviours QUESTION: “Leadership and management must go hand in hand. They are not the same thing, but are necessarily linked” (Sharma. M.,2013). Discuss the above statement with relevant evidence. REQUIRED: 1.) WRITE UP THE ESSAY 2.) WORD LIMIT: 2000 WORDS 3.) ESSAY SHOULD IN PARAGRAPHS: 4.) INCLUDE INTRODUCTIONS AND CONCLUSIONS 5.) PLEASE ALSO PROVIDE REFERENCES INSTRUCTIONS: ARE THE SAME AS THE REQUIRED 1.) WRITE UP THE ESSAY 2.) WORD LIMIT: 2000 WORDS 3.) ESSAY SHOULD IN PARAGRAPHS: 4.) INCLUDE INTRODUCTIONS AND CONCLUSIONS 5.) PLEASE ALSO PROVIDE REFERENCES REFERENCE FOR THE TOPIC: https://drive.google.com/file/d/1_SDBKRIMVJAfQH72Gh_2jWviTYcj8U_B/view?usp=sharing THANK YOU REFERENCE FOR THE TOPIC: https://drive.google.com/file/d/1_SDBKRIMVJAfQH72Gh_2jWviTYcj8U_B/view?usp=sharing

L&T’s Hostile Takeover of Mindtree: Is there Value for Shareholders

L&T’s Hostile Takeover of Mindtree: Is there Value for Shareholders

The Origin:

The idea of Mindtree came by chance, Krishnakumar Natarajan says in a video on the making of the company. He had invited Subroto Bagchi, his colleague at Wipro, for lunch and the two ended up discussing “what is it that they would be most excited to do?” Mindtree was born in 1999 with 10 co-founders, which included well-known names of the IT industry – besides Natarajan, Bagchi, Ravanan and Parthasarathy, there were Ashok Soota, Anjan Lahiri, Scott Staples and Janakiraman Srinivasan, among others.

Over the next two decades, the company survived many nightmarish scenarios. The dotcom bust of 2000-2001, when it lost many start-up customers overnight; the financial crisis of 2009 after the collapse of Lehman Brothers; internal disputes of 2010/11 when Ashok Soota, the chairman, quit and started a competing firm, Happiest Minds. The company also missed its revenue goals. Around 2008/09, Mindtree said it wanted to be a billion dollar company by 2014. It crossed the mark five years later, in 2018/19.

All this while many of the co-founders rallied behind the idea of Mindtree and ensured many highs. The year 2007 was a watershed. The firm wanted to raise $54 million from an Initial Public Offer (IPO); it collected $6 billion. In that, IPO the company allotted 16.67% of its shares to its employees. Which is strong signal of its culture and riorities.

Despite being a mid-tier company, it bagged interesting projects such as the application development and maintenance services contract for the Unique Identification project, later named Aadhaar. The company nurtured a culture that was different. It was perceived as a compassionate company. Many called it a ‘curd rice’ firm, formed by first generation entrepreneurs from humble backgrounds, many from south India. Bagchi’s father was a junior government employee in Odisha; Janakiraman’s father was a village postmaster in Tamil Nadu.

The ‘curd rice’ company’s co-founders, however, didn’t anticipate a hostile takeover bid. “We didnt plan for such scenarios. We were naive,” says Janakiraman. He quit Mindtree as Chief Technology Officer in 2014 to start Nuvepro Technologies, a product start-up, which is a spinoff from Mindtree.

VG Siddhartha (VGS) the Uncanny Investor:

It is said that there are few dealmakers as shrewd and savvy as VGS in southern part of India. From buying plantations in Latin America to logistics companies in India, driving a hard bargain with landlords for his coffee chain or with marquee funds, he sniffs a good deal from the look of it. But he had always been the silent partner in Mindtree. He backed the Mindtree founding team, when they, led by former Wipro vice-chairman Ashok Soota, wanted to start a next-generation IT services company, way-back in the late 1990s.

He initially took a 6.5% stake and provided office space to the nascent company. The firm went public in 2007, when it hit a revenue of around $100 million. Over the years VGS’s stake swelled to 20.4%.

“Even when the Mindtree management would miss its quarterly targets, it’s unlikely he would criticise them,” said a Bengaluru industrialist. “During this takeover tussle, both parties would still meet over coffee at least once a week at the Coffee Day headquarters.” But by 2018, Siddhartha wanted cash to pay off debt and expand other businesses. Monetising his tech and real estate investments seemed the best way out. “Siddhartha had committed to be a long-term investor. Now it’s nearly two decades,” said a person close to him. “His core business has been under pressure and (he) wanted to give adequate time to sell his stake,” added another associate.

When Siddhartha stepped down from the Mindtree board on March, 2018, it presaged the exit, but Ravanan said it was because the former wanted to focus more on his own businesses. Then, on February 7, 2019, Siddhartha went public with what had become an open secret.

The bankers first approached V.G Siddhartha with L&T’s interest in September 2018. Siddhartha had quit the Mindtree board in March and, according to sources, made it clear to the founders that he wanted to exit. “That was one of the reasons he quit the board. If you are on the board, you cannot sell at certain times due to access to insider information,” says a banker who does not want to be quoted. “L&T offered Rs 1,150-1,180 per share. The condition was that the board should pass a resolution blessing the transaction. Siddhartha called the founders for dinner to discuss this. The founders said don’t sell to L&T but find a Private Equity (PE) player,” he adds.

Winter had set in by the middle of December 2018 when Mindtree’s management agreed to meet executives of Baring Private Equity a prominent PE firm in Bengaluru. The founder- managers, with a 13.2% stake, were looking for a white knight to save them from a predator. In the middle was a passive investor, with a 20.4% stake, who wanted to cash out.

The meeting at The Leela Palace was cordial to start with. Mindtree was represented by three of the four founders — then chairman Krishnakumar Natarajan (KK), NS Parthasarathy and chief executive Rostow Ravanan — along with chief financial officer Pradip Menon.

Café Coffee Day founder VG Siddhartha, known to friends as VGS, was present. With liquidity pressure on his diversified business portfolio, he had been looking for a buyer for his one-fifth stake for the past few months. He stayed for introductions and left soon after.

Jimmy Mahtani and Hari Gopalakrishnan, the two managing directors spearheading the private equity practice of the firm in India, represented Baring. The PE fund acquired Hexaware, a mid-tier IT services firm of India and was looking for more. However, the two sides could not agree to a broad contour.

Baring was not the first private equity fund the Mindtree management engaged with, at least two months earlier, KKR had been in discussions to buy out Siddhartha, but didn’t make headway. The existing promoters were looking for passive investor like VGS, however all PE players were more aggressive in their stance. For example, Baring, made it clear that it was looking for board seats, management information system (MIS) statements, affirmative rights and a proactive role. KKR’s demands were similar. As a result there were expectations mismatch from both the sides

Team Mindtree wanted to know if Baring would want to merge the company with Hexaware. Despite assurances that both would be run independently, the Mindtree team wasn’t too flexible on the Baring demands at that point.

Finally VGS struck a deal to sell his entire 20.4 % stake in Mindtree to Larsen & Toubro (L&T). L&T in turn is seeking an additional 15 percent from the open market and another 31 percent from institutional shareholders taking the total to as much as roughly two-thirds of Mindtree.

“The people at Mindtree, the ‘Mindtree Minds’, have signed up for a mission, and not just a salary,” Ravanan said at a press conference in Bengaluru on March 19, 2019 a day after L&T announced its deal with Siddhartha. Echoing the same sentiment some Mindtree minds(as they are called) started social media(including twitter) campaign to oppose the acquisition.

They argued that Mindtree possess an unique culture which will destroyed if it is acquired by a big conglomerate.

The founders appeared to have five pronged objections to L&T aggressive takeover bid. Firstly, their argument is Mindtree grew its revenues by 18 % in financial year 2018-19, double the industry’s expected growth rate during the year. Investments made in the past were starting to fructify. “The real benefits will accrue over the next one or two years. If you disturb the equilibrium, the stakeholders will lose out,” said Natarajan.

Next, they cited the failure rate of acquisitions. “Every study, across industries, has found that only 20-30 per cent of Merger &Acquisitions (M&As) work. If we go back to people-driven IT services type of acquisitions, we are not able to see any history of large IT services acquisitions working,” said Natarajan.

The third objection was strategic; a bigger size is not relevant in IT services any longer as customers buy based on capability, not capacity.

The founders also appeared agitated at L&T not paying fair value. “Research says anywhere between 30 % and 37 % is the control premium that organisations pay when they buy a listed company. Here, you are paying 1% -2 % more than the current market price – that translates into a 20-30 per cent discount of the historic price,” said Ravanan. The founders’ last objection had to do with the fact that “culture can eat strategy for breakfast”. Disturbing the culture of Mindtree would impact the results, they said. “Mindtree is a high-performing system. There is nothing wrong with it. Just because of a problem at the shareholder level, putting the entire company at risk is bad for all shareholders. But fundamentally, you shouldn’t buy something that doesn’t want to be bought,” said Ravanan.

On March 19, 2019 L&T announced a share purchase agreement. The escrow account was colourfully called ‘Project Carnation, Lotus and Marigold’, possibly to indicate the three sellers – VGS, Coffee Day Trading and Coffee Day Enterprises.

Subsequently L&T made an open offer to buy an additional 31 per cent. When the offer closed on June 28, 2019 it was oversubscribed by 116.47 per cent. Subsequently L&T became the promoter of Mindtree with 60.06 per cent stake in the company. On July 5, Natarajan who was the Executive Chairman, N S Parthasarathy, the Executive Vice Chairman and Ravanan, the CEO and Managing Director, submitted their resignations as members of the Board of Directors of Mindtree as well as employees of the company. Along with the other founders, they asked to be de-classified as promoters.

L&T was keen to bulk up its IT services businesses for quite some time. L&T Infotech, the IT arm of the conglomerate reported a revenue of $1.3 billion in 2018/19. Together with Mindtree, with $1 billion revenue, it wanted to be a greater force to reckon with. It swiftly logged in when Siddhartha wanted to log out.

The Background at L&T:L&T has found itself in a position where it has a lot of excess cash. The Indian engineering giant wants to channel this cash into creating higher growth rates. Acquiring Mindtree in its view gave it an opportunity to earn higher Return on Equity (ROE).

Excess Cash and the Failed Buyback Bid: L&T had more than $2 billion in cash reserves. The company is expected to add another $1.5 billion in terms of free cash flow by the year 2020. This excess cash is currently invested at a rate of 5%. This is obviously dragging down the overall return on equity for the company.

It is important to note that Mindtree was not the first choice for L&T when it came to deploying these additional funds. Instead, the company wanted to buy back outstanding shares from the market. This $1.5 billion bid was foiled by the Securities and Exchanges Bureau of India (SEBI) (the Indian capital market regulator). The regulator did not allow the buyback offer to go through. SEBI objected because, after the buyback, the debt to equity ratio of L&T would have crossed 2:1. This is against the compliance norms laid down by SEBI.

L&T was not left with too many other options either. The company has already been paying excess dividends. The Dividend Payout Ratio (DPR) in the year 2016 was a whopping 33% and increased marginally to 33.59% as on 2019. The problem with raising dividends is that they set expectations for the future. Hence, if dividends are raised still further, they cannot be reduced in the future without a sharp reaction from the market. This is the reason why L&T did not choose to take the dividend route.

Offloading Non-Core Assets: L&T is one of India’s largest conglomerate. It had a revenue base of INR 857.82 billion as on financial year 2018-19.

L&T is also under pressure to increase its ROE. The company’s ROE has fallen from 24% to as low as 9% in the past decade. L&T has stabilized its ROE at a respectable15% at the moment. However, the shareholders are hungry for more. This is why L&T is being forced to sell off non-core assets and deploy the proceeds in high margin business like the information technology industry. The management’s guidance is going forward the company’s ROE will hover around 18%.

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Big Institutional Investors Sold Out to L&T:

Nalanda Capital, a Singapore-based Foreign Institutional Investor (FII) agreed to sell its entire 10.61% stake in Mindtree Ltd to L&T. SEBI issued a show cause notice to Nalanda Capital for asking Mindtree’s public shareholders to refrain from selling shares to L&T in the ongoing open offer at ₹980 per share.

Two persons directly aware of the matter confirmed this development to the press. However, it is not known, whether the stake sale is related to the show cause notice.

SEBI served a show cause notice to Pulak Chandan Prasad-led Nalanda Capital, asking the company why a penal action should not be taken against it for behaving like persons acting in concert (PAC) to thwart L&T’s open offer, without making a counter open offer.

Even though Nalanda Capital has now sold its entire stake to L&T, the Singapore-based firm, has to mandatorily reply to SEBI’s show cause and clarify on its actions to save itself from potential penal actions by the market regulator.

“SEBI has asked Nalanda Capital on what basis it had told Mindtree’s other public shareholders that L&T should offer a price 20% higher than ₹980 per share. Nalanda Capital has been asked to clarify that being an FPI, which SEBI regulation empowers it to advise a shareholder in any investee company in India on any such share sale,” said the person, who is directly aware of SEBI’s processes.

The regulator’s notice follows complaints from Mindtree’s investors last week, alleging Nalanda Capital of attempting to prevent the information technology company’s shareholders from selling shares to L&T in the open offer.

On 10 June,2019, The Economic Times first reported that a handful of institutional investors of L&T, Mindtree and in some cases both, have written to SEBI complaining against the founder of Nalanda Capital for allegedly provoking the minority investors of Mindtree to spurn L&T’s offer.

On 20 June, 2019 proxy advisory firm InGovern Research, wrote to SEBI, urging the regulator to enquire into the matter as Nalanda Capital’s actions could be significantly detrimental to the interest of minority shareholders of Mindtree. InGovern, in its letter to SEBI, said it represents the interests of several minority investors (mutual funds, HNIs) of Mindtree, who are aggrieved at the actions of Nalanda Capital.

On June 7, 2019 L&T announced the open offer for Mndtree to acquire additional 31% stake at INR 980 per share. At htat point of time L&T had 28.90 stake in the company. The open offer closed on 28 June, 2019.

Post acquisition of VGS’s stake L&T started tightening its screw in Mindtree. It asked for board seats for three of its senior executives, Mindtree also appointed two additional independent directors. i.e. Prasanna Rangacharya Mysore and Deepa Gopalan Wadhwa as independent directors post L&T takeover. While Prasanna is a former chief legal officer of L&T, Wadhwa is a former ministry of external affairs official.

Incidentally the independent directors of Mindtree said that the L&T’s offer is acceptable. “The shareholders of the target company are advised to independently evaluate the open offer and take an informed decision about tendering equity shares held by them in the open offer,” the independent directors said in a filing with the Bombay Stock Exchange. The independent directors’ panel of Mindtree had further said that L&T’s open offer price at Rs 980/share appears “fair and reasonable”. The committee cited the closing market price of Mindtree shares on the stock exchanges on June 10, being “lower than the offer price” and said that L&T’s offer price of Rs 980 a share is in accordance with the regulations.

Mindtree shares closed at Rs 975.50 a piece on National Stock Exchange (NSE) and Rs

974.65 a share on Bombay Stock Exchange (BSE) as on June 12, 2019.

L&T, on 17 June,2019, launched its 10-day long open offer to buy 31% stake from public shareholders (including Nalanda Capital) in Mindtree at ₹980 per share.

Amansa Holdings Pvt Ltd, another leading institutional investor of Mindtree had sold its entire 2.77% stake to L&T.

L&T’s majority ownership along with management control marked the India’s first-ever hostile takeover in the IT industry.

This takeover also sparked a huge churn out in the upper echelons of Mindtree. All the promoter managers left their executive roles immediately after the L&T’s takeover. Other notable resignations were of Kamran Ozair who was the Executive Vice President, and an employee since inception. He was responsible for P&L, strategy and execution of the enterprise service lines in the company and he was based out of Mindtree’s US headquarters in Warren, NJ.

Anecdotal evidence shows that Indian conglomerates are seldom successful in building a well-functioning IT outsourcing business based out of India. One of the key reasons is the basic difference in culture between traditional manufacturing business houses and the IT outsourcing firms. The only notable exception to this is the India’s largest conglomerate the Tata group and to some extent Mahindra group. Therefore, it will be interesting to note how Mindtree is managed in the days to come. A pointer to this direction is L&T under the stewardship its legendary chairman AM Naik hired IT industry veteran and ex-Infosys top honcho Sanjay Jalona to run L&T Infotech another IT arm of the conglomerate. Post Jalon’s appointment, the company showed noticeable improvements in its performance. Continuing this trend, L&T appointed Cognizant veteran Debashis Chatterjee as the new CEO.

In the 20th.Annual General Meeting (AGM) held in immediate aftermath of the hostile takeover, L&T management wanted to soothe the frayed nerves of the Mindtree shareholders L&T Managing Director and CEO S N Subrahmanyan told the shareholders that Mindtree is not snatched by force, they perceive that the company has now become part of a bigger family. In the same AGM, L&T’s legendary chairman AM Naik was also appointed as the chairman of Mindtree’s board.

Required:

  1. Introduction
  2. Facts
  3. Analysis
  4. Problem & Solution
  5. Conclusion
  6. Recommendation

PROBLEM 1 – PREPARATION OF JOURNAL, LEDGER & PRELIMINARY TRIAL BALANCE

please help me answer the following.

PROBLEM 1 – PREPARATION OF JOURNAL, LEDGER & PRELIMINARY TRIAL BALANCE

Assets

Income

Professional Fees Income

Expenses

Insurance Expense

Office Supplies

Expense Salaries Expense

Utilities Expense

Interest Expense

Depreciation Expense

Johnfrivs, CPA

Chart of Accounts

Cash

Accounts Receivable

Office Supplies Inventory

Prepaid Insurance

Library

Accumulated Depreciation – Library

Office Equipment

Accumulated Depreciation – Office Equipment

Liabilities

Accounts Payable Notes Payable Utilities Payable

Owner’s Equity

Johnfrivs, Capital

Johnfrivs, Drawing

Johnfrivs completed the following transactions during August of the current year.

August 1 – Began the practice of accountancy by investing P50,000 in cash and a library worth of P100,000.

August 2 – Purchased P40,000 of office equipment from DIMDI, paying P10,000 down-payment and issuing a promissory note for the balance.

August 3 – Purchased P5,000 office supplies and P15,000 office equipment from GH Office Depot on account. (Record supplies as an asset) 

August 6- Completed accounting work for Ace Tan and collected P10,000 cash.

August 10- Paid insurance premiums, P500.(Record insurance as an expense)

August 12- Completed accounting work for Big Enterprises and billed it P14,000 for work done.

August 18- Paid the full balance of account on GH Depot for the items purchased on August 3.

August 25- Received a check from Big Enterprises as full payment of its account on August 12.

August 28- Johnfrivs withdrew P11,000 cash from business for his personal use.

August 31- Paid the monthly salary of secretary, P15,000.

Paid the monthly light bill, P5,000. 

Required:

  1. Journalize the above transactions using the general journal. (10 pts)
  2. Post the journal entries to the general ledger accounts. (10 pts)
  3. Prepare the preliminary (unadjusted) trial balance. (10 pts) 

PROBLEM 2 – PREPARATION OF JOURNAL, LEDGER, ADJUSTED TRIAL BALANCE & FINANCIAL STATEMENTS

Assume the same information in problem 1, the following transactions for adjustments were available at month-end:

  1. Expired insurance, P300.
  2. Unused office supplies, P4,000.
  3. Depreciation of library for the month, P2,000.
  4. Office equipment has a salvage value of P1,300 and 5-year useful life. Full
  5. depreciation is taken on the month of acquisition.
  6. Unpaid water bill, P2,000.

Required:

  1. Journalize the above transactions using the general journal. (10 pts)
  2. Post the journal entries to the affected general ledger accounts (copy the
  3. previous balances from problem 1, if any). (10 pts)
  4. Prepare the adjusted trial balance. (10 pts)
  5. Prepare the income statement and balance sheet. (10 pts) 

PROBLEM 3 – PREPARATION OF JOURNAL, LEDGER & POST-CLOSING TRIAL BALANCE

Using the same problems 1 & 2 extracted in Topic 2 assignment quiz 4, prepare the following requirements:

  1. Journalize the closing entries using the general journal. (10 pts)
  2. Post the closing journal entries to the general ledger accounts (copy all your postings to the ledger account balances from the previous problems before
  3. Posting the closing entries). (10 pts)
  4. Prepare the post-closing trial balance. (10 pts)
  5. Journalize the reversing entries using the general journal. (10 pts)
  6. Post the reversing journal entries to the general ledger accounts. (10 pts) 

I need to transform this code to come up with a pyramid instead of a cube and i am having trouble with this.

I need to transform this code to come up with a pyramid instead of a cube and i am having trouble with this.

This is all using C++ and modern openGL

/* Header Inclusions */

#include <iostream>

#include <GL/glew.h>

#include <GL/freeglut.h>

#include <glm/glm.hpp>

#include <glm/gtc/matrix_transform.hpp>

#include <glm/gtc/type_ptr.hpp>

#include “SOIL2/SOIL2.h”

using namespace std;  // Standard namespace

#define WINDOW_TITLE “Modern OpenGL”  // Window title Macro

/*Shader program Macro*/

#ifndef GLSL

#define GLSL(Version, Source) “#version ” #Version “\n” #Source

#endif

//Variable declarations for shader, window size initialization, buffer and array objects

GLint shaderProgram, WindowWidth = 800, WindowHeight = 600;

GLuint VBO, VAO, EBO, texture;

GLfloat degrees = glm::radians(-45.0f);

/*Function prototypes*/

void UResizeWindow(int, int);

void URenderGraphics(void);

void UCreateShader(void);

void UCreateBuffers(void);

void UGenerateTexture(void);

/*Vertex Shader Source Code*/

const GLchar * vertexShaderSource = GLSL(330,

     layout (location = 0) in vec3 position;

     layout (location = 2) in vec2 textureCoordinates;

     out vec2 mobileTextureCoordinate;

     //global var for transform matrices

     uniform mat4 model;

     uniform mat4 view;

     uniform mat4 projection;

void main(){

     gl_position = projection * view * model * vec4(position, 1.0f);

     mobileTextureCoordinate = vec2(textureCoordinates.x, 1.0f – textureCoordinates.y);

  }

);

//Fragment Shader source

const GLchar * fragmentShaderSource = GLSL(330,

     in vec2 mobileTextureCoordinate;

     out vec4 gpuTexture;

     uniform sampler2D uTexture;

  void main(){

     gpuTexture = texture(uTexture, mobileTextureCoordinate);

  }

);

/*Main Program*/

int main(int argc, char* argv[])

{

  glutInit(&argc, argv);

  glutInitDisplayMode(GLUT_DEPTH | GLUT_DOUBLE | GLUT_RGBA);

  glutInitWindowSize(WindowWidth, WindowHeight);

  glutCreateWindow(WINDOW_TITLE);

  glutReshapeFunc(UResizeWindow);

  glewExperimental = GL_TRUE;

     if (glewInit() != GLEW_OK)

        {

        std::cout << “Failed to initialize GLEW” << std::endl;

        return -1;

        }

  UCreateShader();

  UCreateBuffers();

  UGenerateTexture();

  // Use the Shader program

  glUseProgram(shaderProgram);

  glClearColor(0.0f, 0.0f, 0.0f, 1.0f);  // Set background color

  glutDisplayFunc(URenderGraphics);

  glutMainLoop();

  // Destroys Buffer objects once used

  glDeleteVertexArrays(1, &VAO);

  glDeleteBuffers(1, &VBO);

  return 0;

}

/*Resizes the window*/

void UResizeWindow(int w, int h)

{

  WindowWidth = w;

  WindowHeight = h;

  glViewport(0, 0, WindowWidth, WindowHeight);

}

/*Renders graphics */

void URenderGraphics(void)

{

glEnable(GL_DEPTH_TEST);

glClear(GL_COLOR_BUFFER_BIT);

glBindVertexArray(VAO);

//TRANSFORM OBJECT

glm::mat4 model;

model = glm::translate(model, glm::vec3(0.0, 0.0f, 0.0f));

model = glm::rotate(model, degrees, glm::vec3(0.0, 0.0f, 0.0f));

model = glm::scale(model, glm::vec3(2.0, 2.0f, 2.0f));

//Transforms the camera

glm::mat4 view;

view = glm::translate(view, glm::vec3(0.0f, 0.0f, -5.0f));

//create perspectif projection

glm::mat4 projection;

projection = glm::perspective(45.0f, (GLfloat)WindowWidth / (GLfloat)WindowHeight, 0.1f, 100.0f);

//retrieves and passes the transform matrice to the shader

GLint modelLoc = glGetUniformLocation(shaderProgram, “model”);

GLint viewLoc = glGetUniformLocation(shaderProgram, “view”);

GLint projLoc = glGetUniformLocation(shaderProgram, “projection”);

glUniformMatrix4fv(modelLoc, 1, GL_FALSE, glm::value_ptr(model));

glUniformMatrix4fv(viewLoc, 1, GL_FALSE, glm::value_ptr(view));

glUniformMatrix4fv(projLoc, 1, GL_FALSE, glm::value_ptr(projection));

glutPostRedisplay();

glBindTexture(GL_TEXTURE_2D, texture);

//draw triangles

glDrawArrays(GL_TRIANGLES, 0, 36);

glBindVertexArray(0);

glutSwapBuffers();

}

/*Create the Shader program*/

void UCreateShader()

{

  // Vertex shader

  GLint vertexShader = glCreateShader(GL_VERTEX_SHADER);  // Creates the vertex shader

  glShaderSource(vertexShader, 1, &vertexShaderSource, NULL);  // Attaches the Vertex shader to the source code

  glCompileShader(vertexShader);  // Compiles the Fragment shader

  //Fragment Shader

  GLint fragmentShader = glCreateShader(GL_FRAGMENT_SHADER);  // Create the Fragment shader

  glShaderSource(fragmentShader, 1, &fragmentShaderSource, NULL);  // Attaches the Fragment shader to source code

  glCompileShader(fragmentShader);  // Compiles the Fragment shader

  // Shader program

  shaderProgram = glCreateProgram();  // Creates the Shader program and returns an id

  glAttachShader(shaderProgram, vertexShader);  // Attach vertex shader to shader program

  glAttachShader(shaderProgram, fragmentShader);;  // Attach Fragment shader to the Shader program

  glLinkProgram(shaderProgram);  //Link Vertex and Fragment shaders to Shader program

  // Delete the vertex and Fragment shaders once linked

  glDeleteShader(vertexShader);

  glDeleteShader(fragmentShader);

}

/*Create the Buffer and Array Objects*/

void UCreateBuffers()

{

  // Position and Texture data

  GLfloat vertices[] = {  //PPOSITION   //TEXTURE COORDINATES

        -0.05f, -0.05f, -0.5f, 0.0f, 0.0f,

        0.05f, -0.05f, -0.5f, 1.0f, 0.0f,

        0.05f, 0.05f, -0.5f, 1.0f, 1.0f,

        0.05f, 0.05f, -0.5f, 1.0f, 1.0f,

        -0.05f, 0.05f, -0.5f, 0.0f, 1.0f,

        -0.05f, -0.05f, -0.5f, 0.0f, 0.0f,

        -0.05f, -0.05f, 0.5f, 0.0f, 0.0f,

        0.05f, -0.05f, 0.5f, 1.0f, 0.0f,

        0.05f, 0.05f, 0.5f, 1.0f, 1.0f,

        0.05f, 0.05f, 0.5f, 1.0f, 1.0f,

        -0.05f, 0.05f, 0.5f, 0.0f, 1.0f,

        -0.05f, -0.05f, 0.5f, 0.0f, 0.0f,

        -0.05f, 0.05f, 0.5f, 1.0f, 0.0f,

        -0.05f, 0.05f, -0.5f, 1.0f, 1.0f,

        -0.05f, -0.05f, -0.5f, 0.0f, 1.0f,

        -0.05f, -0.05f, -0.5f, 0.0f, 1.0f,

        -0.05f, -0.05f, 0.5f, 0.0f, 0.0f,

        -0.05f, 0.05f, 0.5f, 1.0f, 0.0f,

        0.05f, 0.05f, 0.5f, 1.0f, 0.0f,

        0.05f, 0.05f, -0.5f, 1.0f, 1.0f,

        0.05f, -0.05f, -0.5f, 0.0f, 1.0f,

        0.05f, -0.05f, -0.5f, 0.0f, 1.0f,

        0.05f, -0.05f, 0.5f, 0.0f, 0.0f,

        0.05f, 0.05f, 0.5f, 1.0f, 0.0f,

        -0.05f, -0.05f, -0.5f, 0.0f, 1.0f,

        0.05f, -0.05f, -0.5f, 1.0f, 1.0f,

        0.05f, -0.05f, 0.5f, 1.0f, 0.0f,

        0.05f, -0.05f, 0.5f, 1.0f, 0.0f,

        -0.05f, -0.05f, 0.5f, 0.0f, 0.0f,

        -0.05f, -0.05f, -0.5f, 0.0f, 1.0f,

        -0.05f, 0.05f, -0.5f, 0.0f, 1.0f,

        0.05f, 0.05f, -0.5f, 1.0f, 1.0f,

        0.05f, 0.05f, 0.5f, 1.0f, 0.0f,

        0.05f, 0.05f, 0.5f, 1.0f, 0.0f,

        -0.05f, 0.05f, 0.5f, 0.0f, 0.0f,

        -0.05f, 0.05f, -0.5f, 0.0f, 1.0f,

  };

glGenVertexArrays(1, &VAO);

glGenBuffers(1, &VBO);

//activate vao

glBindVertexArray(VAO);

//Activate the VBO

glBindBuffer(GL_ARRAY_BUFFER, VBO);

glBufferData(GL_ARRAY_BUFFER, sizeof(vertices), vertices, GL_STATIC_DRAW);

//ACTIVATE ebo

//glBindBuffer(GL_ELEMENT_ARRAY_BUFFER, EBO);

//glBufferData(GL_ELEMENT_ARRAY_BUFFER, sizeof(indices), indices, GL_STATIC_DRAW);

//set attribute pointer 0 to hold position data

glVertexAttribPointer(0, 3, GL_FLOAT, GL_FALSE, 8 * sizeof(GLfloat), (GLvoid*)0);

glEnableVertexAttribArray(0);

//set attrib pointer 1 to hold color data

glVertexAttribPointer(1, 3, GL_FLOAT, GL_FALSE, 8 * sizeof(GLfloat), (GLvoid*)(3 * sizeof(GLfloat)));

glEnableVertexAttribArray(1);

//set attrib pointer 2 to hold texture coordinate

glVertexAttribPointer(2, 2, GL_FLOAT, GL_FALSE, 8 * sizeof(GLfloat), (GLvoid*)(6 * sizeof(GLfloat)));

glEnableVertexAttribArray(2);

glBindVertexArray(0);

}

void UGenerateTexture()

{

  //generating and loading texture

  glGenTextures(1, &texture);

  glBindTexture(GL_TEXTURE_2D, texture);

  int width, height;

  //load image from project folder

  unsigned char* image = SOIL_load_image(“snhu.jpg”, &width, &height, 0, SOIL_LOAD_RGB);

  glTexImage2D(GL_TEXTURE_2D, 0, GL_RGB, width, height, 0, GL_RGB, GL_UNSIGNED_BYTE, image);

  glGenerateMipmap(GL_TEXTURE_2D);

  SOIL_free_image_data(image);

  glBindTexture(GL_TEXTURE_2D, 0);

}Ec 1.pngDownload Attachments:

  • Ec 1.png

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One-Parameter Sensitivity Analysis

One-Parameter Sensitivity Analysis (Tab: LP)

Use Data Table

A)                In the LunaPharm model, vary the Belex Sales reps from 0 to 200 with step size of 1. Make a table that shows the Change from Base.

B)                 Repeat A) with step size of 100.

C)                 Make a single scatter chart that shows the results from A) and B) together. What do you lose from having a big increment?

D)                Using the same input values as in part A), make a single scatter chart that shows Total Net Profit, Belex Sales Revenue, and Belex Net Profit.

E)                 Suppose you wanted to change the Sales Rep Cost to $70,000 and Belex Contribution Margin to 67%. Briefly describe the actions required to obtain the results from parts A) – D) above. (Don’t actually do it, just describe what to do.)

The input model is below :

l.JPG

Download Attachments:

  • l.JPG

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Amazon company needs to grow

Amazon company needs to grow. However, there is more competition now than in the past. Identify the steps that Bezos may undertake next to grow his company. Use all parts of this model?

Which statement is false?A.The balance sheet

5.Which statement is false?A.The balance sheet of an entity purports to show the true value of the entity.B.The balance sheet should show a company’s liquidity.C.The balance sheet reflects the financial capital of a company.D.The balance sheet summarizes the financial position of an entity at a point in time.6.To be recognized in the financial statements, an item must meet the definition of an element and beA.measurable, understandable, and relevantB.reliable, measurable, and realizedC.realized, relevant, and reliableD.relevant, measurable, and reliable7.The ability of a company to adapt its resources to create change and react to change is calledA.financial flexibilityB.liquidityC.operating capabilityD.resource structure8.Which of the following characteristics must an economic resource have in order to be classified as an asset?A.acquired as a result of a past transactionB.future service potentialC.under the control of the business entityD.all of theseE.none of these9.Which is not a characteristic of an asset?A.The resource must be useful only in the entity’s activities and have been acquired by purchase, production, orstockholder investment.B.The entity must be able to obtain the future benefit and control others’ access to it.C.The transaction or event giving rise to the entity’s right to or control over the benefit must have alreadyoccurred.D.The resource must singly, or in combination with other resources, have the capacity to contribute directly, orindirectly, to the entity’s future net cash inflows.10.Which statement is not true?A.To be a liability, the transaction or event obligating the entity must already have occurred.B.The net worth of an entity is equal to its assets.C.The specific identity of the “

The Balance Sheet and the Statement of Changes in Stockholders’ EquityChapter4

hapter 4–The Balance Sheet and the Statement of Changes in Stockholders’ EquityChapter4–The Balance Sheet and the Statement of Changes inStockholders’ EquityStudent: ___________________________________________________________________________1.If the owners’ equity at the end of the accounting period is greater than the owners’ equity at the beginning ofthe accounting period, the firm’sA.capital has increasedB.working capital has increasedC.cash has increasedD.capital has been maintained2.All of the following items would appear on the balance sheet exceptA.an investment in another company’s bondsB.an investment in marketable securitiesC.a realized gain on the sale of a patentD.the premium related to a bond liability that is still two years from maturity3.The ease with which an asset can be converted into cash is termedA.financial flexibilityB.liquidityC.operating capabilityD.capital maintenance4.The quantity of goods or services produced in a given period or the physical capacity of the operating assetsused to produce goods or services are measures ofA.financial flexibilityB.liquidityC.operating capabilityD.capital maintenance

Stuarts BankANALYZE AND CHART FINANCIAL DATAGETTING STARTED

Stuarts BankANALYZE AND CHART FINANCIAL DATAGETTING STARTEDOpen the file NP_EX19_4b_FirstLastName_1.xlsx, available for download from the SAM website.Save the file as NP_EX19_4b_FirstLastName_2.xlsx by changing the “1” to a “2”.If you do not see the .xlsx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.With the file NP_EX19_4b_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet.If cell B6 does not display your name, delete the file and download a new copy from the SAM website.PROJECT STEPS1.Kayla Rowe is an investment banker at Stuarts Bank in New York City. She is working witha software company called Caretaker Mobile Apps, which is developing an app that detects and manages smart devices in a customer’s home. To help Caretaker Mobile Apps secure funding for its new product, Kayla is using an Excel workbook to analyze their expenses and funding options and to create charts that illustrate the analysis. Switch to the Current Expenses worksheet. In the range E5:E9, add Conditional Formatting to compare the Quarter 4 expenses using Gradient Fill Blue Data Bars.2.In the range F5:F10, add Line sparklines based on the data in the range B5:E10 to compare each category of expense and total expenses from Quarter 1 to Quarter 4. 3.Apply the Red, Accent 6 (10th column, 1st row in the Theme Colors palette) sparkline color to the sparklines to contrast with the data in the worksheet. 4.Kayla created a pie chart comparing how each type of expense relates to the total expenses in Quarter 1. Modify the pie chart in the range G4:O22 as follows to make it more meaningful:a.Enter Quarter 1 Expenses as the chart title.b.Change the data labels to include the Category Name, and position the labels in the Inside End location to clarify what each piece represents.c.Remove the Legend from the chart because it now repeats information in the datalabels

Bureau of Economic Analysis website

eed some help with the following activity, thanks!

  • Go to the Bureau of Economic Analysis website (Links to an external site.)
  •  (BEA)and click on the Tools Tab
  • Click on Interactive Data
  • Click on GDP and Personal Income under National Income on the right hand side
  • Click on Begin Using Data
  • Click on Section 1: Domestic Product and Income
  • Click on Table 1.1.1. Percent Change from Preceding Period in Real Gross Domestic Product
  • Use Table 1.1.1 to see the percentage change in Real GDP for most recent years.
  • Use Table 1.1.6 to see the change in inventories and net exports.

Using the data from the Bureau of Economic Analysis (BEA), answer the following questions:

  1. Evaluate the current (2021 Q2) GDP and economic growth in the US.
  2. Your starting point should be Table 1.1.1. Economic Growth Table (Percent change from previous period)
  • How did the US economy grow (or contract) since last quarter? What contributed to this change? You need to go over all the components (C, I, G, X, M) and sub-components of GDP to evaluate the overall economy in the second quarter of 2021. You need to research and explain why certain items significantly subtracted from GDP and what items added to GDP.
  • Research the most current news articles for US GDP growth (The last revision of GDP was on August 26, 2021. The new release is on September 30, 2021). Cite your references. Compare your findings from one of the articles with the GDP data from the Bureau of Economic Analysis. What other information you learned from the BEA tables would you add to the article?
  • What is the current state of the US economy? Are we in a recession? (A recession is defined as a decline in Real GDP for at least two consecutive quarters).
  1. Evaluate the changes in the GDP components during the great recession of 2008 and 2009. Explain how each component of GDP contributed to the economic slowdown during the recession and which component(s) had the biggest effect.
  • When you are in Table 1.1.1 on the BEA website
  • Click on MODIFY on the upper right-hand side of the page
  • Select 2006 for the first year (you can go all the way back to 1930 – remember that GDP was invented in the 1930s)
  • Click on refresh table
  • Explain the economic contraction (see all the negative values) during 2007-2009 using the GDP components (C, I, G, X, M) data from the tables.

Berlin Olympics Primary Sources: Research Notes

Berlin Olympics Primary Sources: Research Notes

Figuring out how to collect and organize evidence (data) can be one of the biggest and least-expected challenges in carrying out research projects. Fortunately, there are a number of tools available to help researchers and students alike. If you have a system for taking and organizing notes for research projects, you are welcome to use that method for this assignment. Just be sure that your notes include:

  1. Complete Bibliographic citations for your sources above the notes on that source.
  2. Easily identifiable quotations and comments. In other words, I should be able to easily distinguish between your words and those of the author in the text. This may just mean using quotation marks as appropriate.

 For our purposes and our question, your sources should come from 1933-1936. Do not use sources published after 1936. And only use 5 PRIMARY SOURCES

What is a Monologue?

What is a Monologue?
“A monologue is a moment in a play, film, or novel, where a character speaks without being interrupted by any other characters.
These speeches can be addressed to someone, or spoken to the actor’s self or to the audience, in which case they are called soliloquies.
Another type of this speech, especially in novels, is the interior monologue, where a character has a long bout of thinking personal thoughts that aren’t interrupted by speech or actions” (www.wisegeek.org/what-is-a-monologue.htm#didyouknowout).
Like a story, a monologue includes a story arc: exposition, rising action, climax, falling action, and resolution. The ability to ignite the audience’s emotions and interest must happen fairly quickly in a monologue. This happens through exploring a range of emotions from the beginning, middle, and end of the story being told with the monologue, very similar to what we try to achieve in our poems, memoirs, and short stories.

Specific Questions about the readings

Specific Questions about the readings

Today we are reading Duarte Alonso, A., & Northcote, J. (2009). Wine, history, landscape: origin branding in Western Australia. British Food Journal (1966)111(11), 1248–1259. https://www-proquest-com.myaccess.library.utoronto.ca/docview/225133116?accountid=14771Links to an external site.

What is “origin branding”?

Origin branding focuses on heritage (history) and landscape characteristics that concentrates on the wider “rural idyll”.

How did Australia’s wine industry first develop?

Although Australia has been engaged in planting grapes for a long time, it is an emerging country in wine industry, the situation of which was changed by immigration. Its wine industry was first developed in the category of wines production. For example, fortified wines were popular in the middle of 20th century. 

What are the arguments for and against origin branding in Western Australia?

Origin branding has been assumed to be one of the most important selling points for wines among customers and a possible major element in appealing wine-oriented travellers. Western Australia, as an emerging wine growing region, has no history related to wine heritage. In this case, it explores alternatives to build its branding to sell wines and attract tourists.

The essay talks about “local cultural identity” (p.1256). What does this mean to you? How might origin branding affect local cultural identity?

Local culture could act as a label for a group of people and residents, who have common beliefs, customs and values. This kind of identity could help people to behave in a united way. Origin branding centering on history and landscape could help to preserve and develop local cultural identity.

What factors helped create your “local cultural identity”? That is, how do you think about where you are from, and what forces (economic, political, or cultural) helped to shape those thoughts?

   I was born in Beijing, the capital of China. As a capital city, Beijing is considered as the economic, political, and cultural center all over China. A large number of companies are located there to felicitate its economic development. In addition, it has been the capital city for several emperors and present political center. Apart from this, the culture there is diversified as there are a wide variety of people from all parts of China and the world.

Strategic Marketing (MKTG32820)

Nottingham Business School

BAB (Core) and BABM (Opt) Final Year 2020/21

Strategic Marketing (MKTG32820)

Assignment brief: individual marketing audit & report (100% weighting)

Introduction

For this assignment you are required to adopt the role of a marketing consultant hired to conduct a marketing audit and identify and justify a strategic option for a ‘client’ (see below).

The marketing audit (presented in full in the Appendices of the report) will help clarify the client’s current competitive position.  It will also help you to critically evaluate the current marketing strategy for one of the company’s major product or service categories.

The associated report should be grounded in the audit and its findings (and your work in developing it).  It will identify the role and value of a/the marketing audit (in the context of the wider strategic marketing management process) and, following this, it will document and interpret the key findings from the audit leading to the identification, and justification, of the way forward (from a strategic marketing perspective) for the organisation when it comes to the identified major product or service category area.

As a guide, the organisation should be chosen from one of the following industries:-

PharmaceuticalsHoliday/travel         Automotive   
Financial services        Manufacturing industryEducation/training
AdvertisingLeisureMedia
Oil, gas, electricityTechnologyTelecommunications

The organisation that you choose can operate globally, regionally or nationally. However, in making your choice, the thing to ensure is that sufficient material will be available from reliable secondary data sources such as the Financial Times and MINTEL to help you conduct a comprehensive marketing audit.

If your chosen organisation is not from within one of the above industries – please discuss this with the Module Leader.  Either way, given the respective deadlines for the submission of assessments, you must identify your chosen organisation as a matter of priority (failure to identify the organisation at the start of this process will have a significant, delaying, impact on your ability to conduct and complete an appropriate Marketing Audit.  The Marketing Audit playing a key and influential role in the wider report and submission).

Please note that this assignment is based on available secondary data. Direct and personal contact with your chosen organisation is strictly forbidden.

Summative task

You are required to submit your findings in the form of a 4,000 word business report plus Appendices. The format of your report may include the following areas (although you can choose to adopt an alternative structure – discuss this with the Module Leader as necessary):-

  • Executive summary (approximately 200 words not included in the overall word count)
    • a summary of the key findings from your report

(NB do not confuse this section with an ‘Introduction’)

  • Introduction (approximately 600 words)
    • short explanation of the task that you have been set
    • concise background details relating to your chosen organisation that will help provide a commercial context for your marketing audit
    • justification of the reasons for conducting a comprehensive marketing audit
    • detail of the approach taken to conducting the marketing audit with full justification of the analytical frameworks chosen
  • Key Findings – Marketing audit (approximately 1,600 words)
    • the key macro-environmental factors relevant to your client
    • the key micro-environmental factors relevant to your client
    • the key factors deriving from a critical review of your client’s current marketing strategy and marketing capability (i.e. internal analysis)
  • Strategic Choice(s) – Grounded by the Marketing audit (approximately 1000 words)
    • a critical analysis and justification of way forward (from a strategic marketing perspective) for the organisation in the chosen product or service category area
    • it is essential that the strategy is grounded in the outcomes of the audit, your insights to contemporary theory and your associated analysis/ critique
  • Strategy Implementation and Control (approximately 500 words)
    • an evaluation of, and insight to, implementation and control related the strategic marketing planning process overall and your selected strategy option
    • justified examples of two tools to support implementation and control (again related to your selected strategy option)
  • Conclusion (approximately 300 words)
    • outline indications of how your findings might impact your client’s future strategic development
  • Appendices
    • material from your research which forms the core of your marketing audit (e.g. a full PESTEL analysis, SWOT analysis etc.)
    • the appendix material must be limited to twelve A4 sides.

Please note that the 4,000 word limit for this report is an absolute maximum. There is no safety margin of +10%. So, you need to ensure that your report contains only the most important pieces of information. This is very much an exercise in developing your ability to focus on the key issues and communicate opinions clearly and succinctly. These are valuable business skills.  Please ensure you use the coursework cover sheet included in this brief and on NOW.

Submission deadline (to NOW Dropbox) for your written report is 23:00hrs on 20 August 2021. Don’t forget: your marketing audit and report will need to be submitted to the Dropbox in PDF format. This is important because it ensures that the reader will see the information laid out in exactly the way you intended it.

Module learning outcomes being assessed

This activity is designed to test the following learning outcomes:-

Knowledge and understandingAfter studying this module you should be able to:

  1. Offer a detailed and comprehensive critique of the role of strategic marketing within an organisational context
  2. Demonstrate a critical awareness of the current strategic marketing activities within an organisational context
  3. Critically evaluate the strategic responses the marketing manager can make to the changing global marketing environment
  4. Demonstrate a critical awareness of how the findings from a comprehensive marketing audit will inform the process of objective setting and strategy formulation
  5. Critically reflect on the problems encountered in the implementation and control stages of the strategic marketing process and how these problems can be overcome

Skills, qualities and attributes.  After studying this module you should be able to:

  • Conduct a comprehensive and critical marketing audit that can be used to inform choice of appropriate marketing strategy
  • Demonstrate an ability to synthesise and clearly articulate strategic marketing responses to complex and challenging organisational contexts

Assessment criteria

In the following pages, you will find a breakdown of the assessment criteria that will be used to judge your performance. This will give you a very clear idea about how your tutor will approach the task of assessing the written reports.

Assignment cover sheet

Following the grading matrix the assignment coversheet for this assessment is provided.

NBS Feedback Form for Undergraduate Coursework
Module: MKTG32820 Strategic Marketing Course: BA (Hons) Business (Core) and BABM (Option)Student Number and Name 
Assessment Element (as stated in the assessment brief)Element 1   Element 2  Element 3   Element 4Tutor name (s) 
Moderator name (s) 
Assessment submission date 20 August 2021 by 11pm  Please refer to the Module Learning Room Dropbox Folder for the date you were due to submit.Date Feedback UploadedPlease refer to the Dropbox folder for the date on which your feedback was uploaded.
MODULE LEARNING OUTCOMES ASSESSED
Offer a detailed and comprehensive critique of the role of strategic marketing within an organisational contextDemonstrate a critical awareness of the current strategic marketing activities within an organisational contextCritically evaluate the strategic responses the marketing manager can make to the changing global marketing environment Demonstrate a critical awareness of how the findings from a comprehensive marketing audit will inform the process of objective setting and strategy formulation Critically reflect on the problems encountered in the implementation and control stages of the strategic marketing process and how these problems can be overcomeConduct a comprehensive and critical marketing audit that can be used to inform choice of appropriate marketing strategyDemonstrate an ability to synthesise and clearly articulate strategic marketing responses to complex and challenging organisational contexts  
Element Grade The overall grade for the work is based on a holistic assessment and is determined by how well the criteria have been met overall and not the sum of the individual aspects of the work.  In the matrix below (next page), grades awarded against each criterion indicate that the relevant aspect of the work can be more readily associated with that category than any other.  Allocation of a grade does not indicate that work exactly matches the associated description.  
    Exceptional 1st
  3rd High2.2 High2.1 High1st High
Mid Fail 3rd Mid2.2 Mid2.1 Mid1st Mid
Low FailMarginal Fail3rd Low2.2 Low2.1 Low1st Low
If a zero grade, select the appropriate comment below: 
NS – No work submitted or submitted > 5 working days after deadline  NK – Work submitted and is in moderation
NE – Work is not yet submitted, and student has an Extension.             NN – Student did not attend for an exam   
Criteria  Fail  Marginal FailThird Lower SecondUpper SecondFirstExceptional First
  Criterion 1 (10%) Demonstrate understanding of marketing audits and auditing in the context of strategic marketingThere is little or no engagement with marketing audits/ auditing and thus there is little understanding demonstratedBasic understanding of marketing audits/ auditing is offered and demonstrated – fails to convinceUnderstanding of marketing audits/ auditing is adequate and this broadly underpins the subsequent analysis undertakenUnderstanding is good. Insights to marketing audits/ auditing offering a solid context for the work, discussion and analysis that followsUnderstanding is very good with insights to marketing audits/ auditing clearly contributing to the report context and the analysis that followsUnderstanding is excellent with critical insights to marketing audits/ auditing offered.  Very clearly contributes to the report context and analysis that followsMarketing audits and auditing are explored in such a way as to offer a critical re-evaluation of the conventional wisdom
 
  Criterion 2 (30%) Presentation of a comprehensive and detailed marketing audit in the Appendix  Either no structured marketing audit is presented or the marketing audit is not included at all  There is evidence of a structured marketing audit although the overall approach taken to the task is not particularly convincingThe marketing audit is complete. However, whilst it may offer a number of insights the overall response to the task is limitedA marketing audit is included and, overall, this demonstrates a solid grasp of the task/ requirements  The audit contains a very good spread of relevant information that demonstrates a very good response to the taskAn excellent and comprehensive marketing audit that offers a mature and insightful response to the taskAn exceptional and professional marketing audit that exceeds expectations in all respects  
 
  Criterion 3 (20%) Demonstration of the ability to draw out the key environmental factors from the audit and relate them to an organisational contextIt is not clear that the answer relates in any substantial way to the given taskThe answer is clearly associated with the given task, but only partially focusses on the key issuesThe answer largely addresses the task set and provides an acceptable, albeit limited and possibly overly broad, response to the taskThe answer is clearly focused on the task set and there is little doubt that key issues have been identified – the work may lack some focus needed for higher gradesA very good response to the task set that identifies key issues clearly with focus as necessaryAn excellent and insightful response to the task.  Insight to key issues precise, comprehensive and is of a high standard The response is exceptionally precise and comprehensive –  to the extent that it identifies new and unforeseen issues
 
  Criterion 4 (20%) Demonstration of the ability to develop a coherent, consistent and comprehensive position and response based on the auditThe response is poorly organised and presented and offers little by way of insight to strategic marketing in contextThere is some organisation but the response outlined lacks clarity and in the context of strategic marketingThere response proposed is acceptable and some insight to marketing strategy is offered.  There is likely to be a lack of some clarity and/or focus thoughA solid response is developed, drawing substantially on the evidence presented and theory as necessary.  There is insight to strategic marketing as a resultA very good response  is presented that is clear, concise, consistent and comprehensive.  Clear insight to strategic marketing offered as a resultAn excellent and persuasive response that is justified in evidence and theory.  Very clear insight to strategic marketing offered as a resultThe response presented is exceptional: both academically rigorous and professionally insightful
 
Criteria  Fail  Marginal FailThird Lower SecondUpper SecondFirstExceptional First
  Criterion 5 (10%) Demonstrate understanding of implementation and control in the context of the strategic responseThere is little or no engagement with implementation and/ or control thus little understanding and insight demonstratedBasic understanding of implementation and control but fails to convinceUnderstanding of implementation and control is adequate but is likely to be broad rather than specific to the response. Understanding is offered and insights to implementation and control are good.  They, broadly, are grounded in the response proposed tooUnderstanding is very good with insights to implementation and control clearly offered with good links to the response proposedUnderstanding is excellent with critical insights to implementation and control offered.  Very clearly linked to the response proposedImplementation and control and are handled (and explored) in such a way that critical and innovative insights are detailed
 
  Criterion 6 (10%) Presentation of report: structure, spelling, grammar, expression and use of illustration and other supporting materials  a) Arbitrary structure and/or expressed with careless grammar and spelling  b) Little or no attempt to illustrate pointsa) Some weaknesses in structure and/or expression, grammar and spelling b) Limited illustration of pointsa) Structure and/or expression, grammar and spelling largely OK b) Limited illustration of pointsa) Structure, spelling, expression and grammar are good and enhance the work b) Illustration of points made adds some valuea) Very good structure, spelling, expression and grammar clearly enhance the work b) The illustration of points made adds value to the work  a) Structure, spelling, expression and grammar are excellent with wit and subtlety in evidence b) Illustration is plentiful and lifts the work significantly a) Structure, spelling, expression and grammar are well beyond expectation b) Illustration is plentiful and makes the work truly exceptional  
 
What you did well in this coursework.     
What you can do to improve your future coursework.   
Below, if applicable, are highlighted some additional online resources that are maintained by the NTU Library, and that you can access via your NOW Student Help Learning Room. Engaging with these resources and the feedback provided above can also support you to enhance specific aspects of your work.
WritingManaging your time
ReferencingPresentation skills
Moderator Comment (as necessary):

Declaration

Required for All Coursework

In advance of your submission, please:

  1. Complete the following details and include as the first page of your submission;
  2. Read the Turnitin section and check that you understand how Turnitin is used to assess your work;
  3. Read the declaration to check that your submission conforms with the listed requirements before you submit your work.
Name(s) and Student Number(s): 
Module Title:Strategic Marketing
Title of Coursework:Strategic Marketing Audit and Report
Word Count (see declaration below): 
Required Format See Assessment Brief and FAQ Page Numbers: To be included
Turnitin Similarity Check Where appropriate to the coursework assignment, your document will be submitted to Turnitin to generate a similarity report for review by your tutor. This report will compare your work against millions of previously submitted student papers and online resources (e.g. web sites, journal articles) in the Turnitin database and highlight any text that matches your submission. 
Declaration By submitting your work you are certifying that: The submission is the result of your own work and does not contravene the University Regulation on Academic Irregularities.The word count included on this cover sheet is accurate and follows the guidelines outlined in the assignment brief (failure to include an accurate word count will be treated as a minor academic irregularity as defined in the Academic Irregularities Policy.)Your ability to complete your assessment has NOT been adversely impacted by circumstances beyond your control. Once you have submitted your work, any such circumstances would need to be disclosed through the Academic Appeals Policy and process and not through the Notification of Extenuating Circumstances Policy and process.  

Nottingham Business School BAB (Core) and BABM (Opt) Final Year 2020/21

Nottingham Business School

BAB (Core) and BABM (Opt) Final Year 2020/21

Strategic Marketing (MKTG32820)

Assignment brief: individual marketing audit & report (100% weighting)

Introduction

For this assignment you are required to adopt the role of a marketing consultant hired to conduct a marketing audit and identify and justify a strategic option for a ‘client’ (see below).

The marketing audit (presented in full in the Appendices of the report) will help clarify the client’s current competitive position.  It will also help you to critically evaluate the current marketing strategy for one of the company’s major product or service categories.

The associated report should be grounded in the audit and its findings (and your work in developing it).  It will identify the role and value of a/the marketing audit (in the context of the wider strategic marketing management process) and, following this, it will document and interpret the key findings from the audit leading to the identification, and justification, of the way forward (from a strategic marketing perspective) for the organisation when it comes to the identified major product or service category area.

As a guide, the organisation should be chosen from one of the following industries:-

PharmaceuticalsHoliday/travel         Automotive   
Financial services        Manufacturing industryEducation/training
AdvertisingLeisureMedia
Oil, gas, electricityTechnologyTelecommunications

The organisation that you choose can operate globally, regionally or nationally. However, in making your choice, the thing to ensure is that sufficient material will be available from reliable secondary data sources such as the Financial Times and MINTEL to help you conduct a comprehensive marketing audit.

If your chosen organisation is not from within one of the above industries – please discuss this with the Module Leader.  Either way, given the respective deadlines for the submission of assessments, you must identify your chosen organisation as a matter of priority (failure to identify the organisation at the start of this process will have a significant, delaying, impact on your ability to conduct and complete an appropriate Marketing Audit.  The Marketing Audit playing a key and influential role in the wider report and submission).

Please note that this assignment is based on available secondary data. Direct and personal contact with your chosen organisation is strictly forbidden.

Summative task

You are required to submit your findings in the form of a 4,000 word business report plus Appendices. The format of your report may include the following areas (although you can choose to adopt an alternative structure – discuss this with the Module Leader as necessary):-

  • Executive summary (approximately 200 words not included in the overall word count)
    • a summary of the key findings from your report

(NB do not confuse this section with an ‘Introduction’)

  • Introduction (approximately 600 words)
    • short explanation of the task that you have been set
    • concise background details relating to your chosen organisation that will help provide a commercial context for your marketing audit
    • justification of the reasons for conducting a comprehensive marketing audit
    • detail of the approach taken to conducting the marketing audit with full justification of the analytical frameworks chosen
  • Key Findings – Marketing audit (approximately 1,600 words)
    • the key macro-environmental factors relevant to your client
    • the key micro-environmental factors relevant to your client
    • the key factors deriving from a critical review of your client’s current marketing strategy and marketing capability (i.e. internal analysis)
  • Strategic Choice(s) – Grounded by the Marketing audit (approximately 1000 words)
    • a critical analysis and justification of way forward (from a strategic marketing perspective) for the organisation in the chosen product or service category area
    • it is essential that the strategy is grounded in the outcomes of the audit, your insights to contemporary theory and your associated analysis/ critique
  • Strategy Implementation and Control (approximately 500 words)
    • an evaluation of, and insight to, implementation and control related the strategic marketing planning process overall and your selected strategy option
    • justified examples of two tools to support implementation and control (again related to your selected strategy option)
  • Conclusion (approximately 300 words)
    • outline indications of how your findings might impact your client’s future strategic development
  • Appendices
    • material from your research which forms the core of your marketing audit (e.g. a full PESTEL analysis, SWOT analysis etc.)
    • the appendix material must be limited to twelve A4 sides.

Please note that the 4,000 word limit for this report is an absolute maximum. There is no safety margin of +10%. So, you need to ensure that your report contains only the most important pieces of information. This is very much an exercise in developing your ability to focus on the key issues and communicate opinions clearly and succinctly. These are valuable business skills.  Please ensure you use the coursework cover sheet included in this brief and on NOW.

Submission deadline (to NOW Dropbox) for your written report is 23:00hrs on 20 August 2021. Don’t forget: your marketing audit and report will need to be submitted to the Dropbox in PDF format. This is important because it ensures that the reader will see the information laid out in exactly the way you intended it.

Module learning outcomes being assessed

This activity is designed to test the following learning outcomes:-

Knowledge and understandingAfter studying this module you should be able to:

  1. Offer a detailed and comprehensive critique of the role of strategic marketing within an organisational context
  2. Demonstrate a critical awareness of the current strategic marketing activities within an organisational context
  3. Critically evaluate the strategic responses the marketing manager can make to the changing global marketing environment
  4. Demonstrate a critical awareness of how the findings from a comprehensive marketing audit will inform the process of objective setting and strategy formulation
  5. Critically reflect on the problems encountered in the implementation and control stages of the strategic marketing process and how these problems can be overcome

Skills, qualities and attributes.  After studying this module you should be able to:

  • Conduct a comprehensive and critical marketing audit that can be used to inform choice of appropriate marketing strategy
  • Demonstrate an ability to synthesise and clearly articulate strategic marketing responses to complex and challenging organisational contexts

Assessment criteria

In the following pages, you will find a breakdown of the assessment criteria that will be used to judge your performance. This will give you a very clear idea about how your tutor will approach the task of assessing the written reports.

Assignment cover sheet

Following the grading matrix the assignment coversheet for this assessment is provided.

NBS Feedback Form for Undergraduate Coursework
Module: MKTG32820 Strategic Marketing Course: BA (Hons) Business (Core) and BABM (Option)Student Number and Name 
Assessment Element (as stated in the assessment brief)Element 1   Element 2  Element 3   Element 4Tutor name (s) 
Moderator name (s) 
Assessment submission date 20 August 2021 by 11pm  Please refer to the Module Learning Room Dropbox Folder for the date you were due to submit.Date Feedback UploadedPlease refer to the Dropbox folder for the date on which your feedback was uploaded.
MODULE LEARNING OUTCOMES ASSESSED
Offer a detailed and comprehensive critique of the role of strategic marketing within an organisational contextDemonstrate a critical awareness of the current strategic marketing activities within an organisational contextCritically evaluate the strategic responses the marketing manager can make to the changing global marketing environment Demonstrate a critical awareness of how the findings from a comprehensive marketing audit will inform the process of objective setting and strategy formulation Critically reflect on the problems encountered in the implementation and control stages of the strategic marketing process and how these problems can be overcomeConduct a comprehensive and critical marketing audit that can be used to inform choice of appropriate marketing strategyDemonstrate an ability to synthesise and clearly articulate strategic marketing responses to complex and challenging organisational contexts  
Element Grade The overall grade for the work is based on a holistic assessment and is determined by how well the criteria have been met overall and not the sum of the individual aspects of the work.  In the matrix below (next page), grades awarded against each criterion indicate that the relevant aspect of the work can be more readily associated with that category than any other.  Allocation of a grade does not indicate that work exactly matches the associated description.  
    Exceptional 1st
  3rd High2.2 High2.1 High1st High
Mid Fail 3rd Mid2.2 Mid2.1 Mid1st Mid
Low FailMarginal Fail3rd Low2.2 Low2.1 Low1st Low
If a zero grade, select the appropriate comment below: 
NS – No work submitted or submitted > 5 working days after deadline  NK – Work submitted and is in moderation
NE – Work is not yet submitted, and student has an Extension.             NN – Student did not attend for an exam   
Criteria  Fail  Marginal FailThird Lower SecondUpper SecondFirstExceptional First
  Criterion 1 (10%) Demonstrate understanding of marketing audits and auditing in the context of strategic marketingThere is little or no engagement with marketing audits/ auditing and thus there is little understanding demonstratedBasic understanding of marketing audits/ auditing is offered and demonstrated – fails to convinceUnderstanding of marketing audits/ auditing is adequate and this broadly underpins the subsequent analysis undertakenUnderstanding is good. Insights to marketing audits/ auditing offering a solid context for the work, discussion and analysis that followsUnderstanding is very good with insights to marketing audits/ auditing clearly contributing to the report context and the analysis that followsUnderstanding is excellent with critical insights to marketing audits/ auditing offered.  Very clearly contributes to the report context and analysis that followsMarketing audits and auditing are explored in such a way as to offer a critical re-evaluation of the conventional wisdom
 
  Criterion 2 (30%) Presentation of a comprehensive and detailed marketing audit in the Appendix  Either no structured marketing audit is presented or the marketing audit is not included at all  There is evidence of a structured marketing audit although the overall approach taken to the task is not particularly convincingThe marketing audit is complete. However, whilst it may offer a number of insights the overall response to the task is limitedA marketing audit is included and, overall, this demonstrates a solid grasp of the task/ requirements  The audit contains a very good spread of relevant information that demonstrates a very good response to the taskAn excellent and comprehensive marketing audit that offers a mature and insightful response to the taskAn exceptional and professional marketing audit that exceeds expectations in all respects  
 
  Criterion 3 (20%) Demonstration of the ability to draw out the key environmental factors from the audit and relate them to an organisational contextIt is not clear that the answer relates in any substantial way to the given taskThe answer is clearly associated with the given task, but only partially focusses on the key issuesThe answer largely addresses the task set and provides an acceptable, albeit limited and possibly overly broad, response to the taskThe answer is clearly focused on the task set and there is little doubt that key issues have been identified – the work may lack some focus needed for higher gradesA very good response to the task set that identifies key issues clearly with focus as necessaryAn excellent and insightful response to the task.  Insight to key issues precise, comprehensive and is of a high standard The response is exceptionally precise and comprehensive –  to the extent that it identifies new and unforeseen issues
 
  Criterion 4 (20%) Demonstration of the ability to develop a coherent, consistent and comprehensive position and response based on the auditThe response is poorly organised and presented and offers little by way of insight to strategic marketing in contextThere is some organisation but the response outlined lacks clarity and in the context of strategic marketingThere response proposed is acceptable and some insight to marketing strategy is offered.  There is likely to be a lack of some clarity and/or focus thoughA solid response is developed, drawing substantially on the evidence presented and theory as necessary.  There is insight to strategic marketing as a resultA very good response  is presented that is clear, concise, consistent and comprehensive.  Clear insight to strategic marketing offered as a resultAn excellent and persuasive response that is justified in evidence and theory.  Very clear insight to strategic marketing offered as a resultThe response presented is exceptional: both academically rigorous and professionally insightful
 
Criteria  Fail  Marginal FailThird Lower SecondUpper SecondFirstExceptional First
  Criterion 5 (10%) Demonstrate understanding of implementation and control in the context of the strategic responseThere is little or no engagement with implementation and/ or control thus little understanding and insight demonstratedBasic understanding of implementation and control but fails to convinceUnderstanding of implementation and control is adequate but is likely to be broad rather than specific to the response. Understanding is offered and insights to implementation and control are good.  They, broadly, are grounded in the response proposed tooUnderstanding is very good with insights to implementation and control clearly offered with good links to the response proposedUnderstanding is excellent with critical insights to implementation and control offered.  Very clearly linked to the response proposedImplementation and control and are handled (and explored) in such a way that critical and innovative insights are detailed
 
  Criterion 6 (10%) Presentation of report: structure, spelling, grammar, expression and use of illustration and other supporting materials  a) Arbitrary structure and/or expressed with careless grammar and spelling  b) Little or no attempt to illustrate pointsa) Some weaknesses in structure and/or expression, grammar and spelling b) Limited illustration of pointsa) Structure and/or expression, grammar and spelling largely OK b) Limited illustration of pointsa) Structure, spelling, expression and grammar are good and enhance the work b) Illustration of points made adds some valuea) Very good structure, spelling, expression and grammar clearly enhance the work b) The illustration of points made adds value to the work  a) Structure, spelling, expression and grammar are excellent with wit and subtlety in evidence b) Illustration is plentiful and lifts the work significantly a) Structure, spelling, expression and grammar are well beyond expectation b) Illustration is plentiful and makes the work truly exceptional  
 
What you did well in this coursework.     
What you can do to improve your future coursework.   
Below, if applicable, are highlighted some additional online resources that are maintained by the NTU Library, and that you can access via your NOW Student Help Learning Room. Engaging with these resources and the feedback provided above can also support you to enhance specific aspects of your work.
WritingManaging your time
ReferencingPresentation skills
Moderator Comment (as necessary):

Declaration

Required for All Coursework

In advance of your submission, please:

  1. Complete the following details and include as the first page of your submission;
  2. Read the Turnitin section and check that you understand how Turnitin is used to assess your work;
  3. Read the declaration to check that your submission conforms with the listed requirements before you submit your work.
Name(s) and Student Number(s): 
Module Title:Strategic Marketing
Title of Coursework:Strategic Marketing Audit and Report
Word Count (see declaration below): 
Required Format See Assessment Brief and FAQ Page Numbers: To be included
Turnitin Similarity Check Where appropriate to the coursework assignment, your document will be submitted to Turnitin to generate a similarity report for review by your tutor. This report will compare your work against millions of previously submitted student papers and online resources (e.g. web sites, journal articles) in the Turnitin database and highlight any text that matches your submission. 
Declaration By submitting your work you are certifying that: The submission is the result of your own work and does not contravene the University Regulation on Academic Irregularities.The word count included on this cover sheet is accurate and follows the guidelines outlined in the assignment brief (failure to include an accurate word count will be treated as a minor academic irregularity as defined in the Academic Irregularities Policy.)Your ability to complete your assessment has NOT been adversely impacted by circumstances beyond your control. Once you have submitted your work, any such circumstances would need to be disclosed through the Academic Appeals Policy and process and not through the Notification of Extenuating Circumstances Policy and process.  

BUSM069 Organisational Behaviour

BUSM069 Organisational Behaviour

Semester C 2020/21

Essay (40% of module grade)

Answer one of the following questions.

  1. To what extent is it important for managers to understand employees as unique individuals or in accordance with individual types? Draw on relevant theory, research and illustrative examples to critically assess this question.
  • How strong is the argument that diverse workplace teams are more effective than those which are not diverse? Draw on relevant theory, research and illustrative examples to critically assess this question.
  • How influential is leadership in determining organisational effectiveness? Draw on relevant theory, research and illustrative examples to critically assess this question.

Important Notes

Your essay should be 1800words (+/- 10%) excluding bibliography, any contents page and appendices/annexes.

Your essay needs to have a clear argument which is coherently built up using appropriate scholarly reference; you need to demonstrate understanding of relevant theory and debates; you are expected to do additional research beyond recommended readings; you can use illustrative examples of companies or sectors. Please see the Module Outline for the detailed marking guide.

Your essay should be submitted via Turnitin in A4 MSWord format using Times New Roman, Size 12 and Line spacing: 1.5.

Please reference throughout according to the Harvard referencing system and provide a full bibliography at the end. See your Module Outline for further guidance on using the Harvard referencing system.

Please review university plagiarism guides and further information on this in your Module Outline – plagiarism is an academic offence that can have extremely serious consequences and WILL NOT BE TOLERATED.

Essay marking rubric

The below rubric will be used to calculate your essay grade and provide feedback on the different aspects of your performance in the essay.

 ExcellentGoodSatisfactoryUnsatisfactoryV. Unsatisfactory
Knowledge (40% of grade)
Evidence of subject knowledge     
Total Score for Knowledge = ____ out of 40
Scholarship and Analysis (50% of grade)
Engages critically with scholarly literature and evidence     
Offers a balanced and developed argument     
Total Score for Scholarship and Analysis = ____ out of 50
Structure, formatting, referencing and use of language (10% or grade)
Structure, formatting, referencing and use of language     
Total Score for Structure, formatting and use of language  = ____ out of 10
OVERALL TOTAL FOR ESSAY = ____ out of 100

Feedback Comment

ANU COMP3900/COMP6390 Project 1 Specification

ANU COMP3900/COMP6390 Projects 2021 Taylor & Kyburz
1
ANU COMP3900/COMP6390 Project 1 Specification
Updated 18 July 2021
Project 1 – Background Review

  1. Project Overview
    The purpose of this project is to explore the project theme (environmental sustainability), and to choose a topic of interest by conducting a literature review and analysing existing design products.
  2. Project Specification (1500 words maximum)
    2.1 Report cover sheet (not included in word count)
    Include a cover sheet as the front page of the report, using the cover sheet template on the COMP3900/COMP6390 Wattle Site. Restate your report title on the first page of your report.
    2.2 Choose a project topic (100 words maximum)
    You must choose a topic that relates to the project theme of environmental sustainability. Relevant topics might include “reducing food waste”, “reducing energy use”, “community education about climate change”, “learning about local plant and animal species”, or “being prepared for floods (or bushfires, or other natural disasters)” (based on United Nations Environment Program 2020).
    The topic should be specifically scoped to focus on a particular activity relating to your topic, a context/setting in which this activity takes place, and a group of people involved in that activity who are prospective users of the technology you design (and could be participants in your project).
    For example, a well-scoped topic for the area of reducing food waste might be “food composting [activity] at home [setting] by university students living off-campus in Canberra [group of people]”.
    In a few sentences, describe your topic and its connection to the theme of environmental sustainability (100 words maximum).
    Some ideas for topics relating to behaviour change from the ANU Below Zero strategy include the following (from the ANU Below Zero Website):
    • “reducing energy consumption and switching away from fossil fuel energy, wherever possible;
    • choosing low-emission transport, such as cycling, walking, car sharing and public transport use;
    • limiting air travel to essential trips only;
    • being mindful about what we buy, reusing items and choosing locally sourced, low-emission food;
    ANU COMP3900/COMP6390 Projects 2021 Taylor & Kyburz
    2
    • reducing waste, recycling and composting food waste” (ANU Below Zero 2021).
    2.3 Conduct a literature review (600 words maximum)
    Conduct a literature review that addresses exactly four HCI conference papers or journal articles relevant to your topic, that involve the technology design and/or evaluation.
    You must search for HCI literature in the Association of Computing Machinery Digital Library. See the instructions at the end of this document for accessing the ACM Digital Library through the ANU Library website.
    For each of your chosen articles, write one short paragraph (150 words maximum) that summarises the project aim and key finding(s), discusses the relevance of this paper to your project topic, and provides an in-text citation to your paper (author – year).
    2.4 Interaction and experience analysis of two existing designs (500 words maximum)
    For your chosen topic, find two existing designs that can offer you some interesting insights for your own project. These existing designs may relate to your specific project topic, or if you cannot find existing designs about your specific topic, others with relevant interaction and experience design considerations to your project.
    You can either refer to HCI literature on these projects (find papers that are different to the projects already discussed in your literature review above), or reflect on your interactions and experiences with a technology that you can access in real life.
    In 250 words total for each of the two existing designs, write 1-2 paragraphs that explain:
    • The interactions with this design that are available to users
    • Key user experience insights from these designs (either from the HCI paper or your own interactions with the device)
    • Usability issues that you can identify with the design
    • How the design is relevant to your topic.
    Reflect on the HCI principles that were introduced during Module 1.
    2.5 Literature and product reflection (300 words maximum)
    Based on your literature review and design analysis, write 300 words that cover all of the following points:
    • Patterns that you can see in the literature and design products that reviewed (frequent topics and questions, common methods and findings, contradictions between findings)
    • What interesting research questions or ideas this literature and product review has offered to your project
    • Gaps in the literature and existing products that could be addressed by your own technology design.
  3. Report Structure
    Your report should include the following sections:
    ANU COMP3900/COMP6390 Projects 2021 Taylor & Kyburz
    3
    • Cover sheet (Task 2.1)
    • Report Title
    • Project Topic (Task 2.2)
    • Literature Review (Task 2.3)
    • Interaction and Experience Analysis (Task 2.4)
    • Literature and Product Reflection (Task 2.5)
    • Bibliography
  4. References
    ANU Below Zero 2021, ‘ANU Below Zero | Get involved’, ANU Website, accessed July 1, 2021, from https://www.anu.edu.au/research/research-initiatives/anu-below-zero/get-involved.
    United Nations Environment Program 2020, UNEP Environmental and Social Sustainability Framework (ESSF), Nairobi, Kenya, accessed from https://wedocs.unep.org/bitstream/handle/20.500.11822/32022/ESSFEN.pdf?sequence=1&isAllowed=y.

Genius Rant No. 2: Reflection

Genius Rant No. 2: Reflection
The new due date for the assignment is Saturday, August 21 at 11:59 PM (ADT)
The Genius Rant (a.k.a. reading response) will test your knowledge of critical concepts and terms covered within the course.
You are strongly encouraged to include assigned readings, lectures, group discussions in your response.
Please cite all references/sources accordingly.
The depth and thoroughness of your response will demonstrate proof of engagement with the course materials and class discussions.
Primarily, Genius Rant No. 2 covers all the required readings, lectures, and discussions from Weeks 5-7, but I invite you to reflect on the previous themes, readings, lectures and class discussions from Weeks 1-4 for a fulsome reflection of what you have learned from the course.
Prompt:
To reconsider “Asian [art] history” is to reconstruct nineteenth-century European “world history” and to attempt to break through the twenty-first-century dominant order and its logic.
The established (art) historical canon that we continue to refer to and study is in dire need of revision to acknowledge the heterogeneity of Asia. If you are given the opportunity to enhance our understanding of what constitutes Asian art- its histories, interpretations and representations-how and what would you contribute?
This Genius Rant assignment reflects what you are taking away at the end of the term. Your task is to analyze the dynamics between art production and consumption, the factors at play that drive the global art market, the place of contemporary Asian art in a predominantly white and Western-centric art world, and your place in it as an emerging artist, craftsperson or designer.
Consider when formulating your response:
Reflect on your subject position- this is where race, class, gender, ability comes into play; what is your privilege? If your current location is Halifax, where you live, study and work- acknowledge your location. If your home base is elsewhere, recognize that as well- your privilege to travel or the ability to leave your hometown to pursue your dreams. Link your reflection with the knowledge (readings, lectures, class discussions) you gained from taking this course.
For the Written Genius Rant: The essay is 1,000 words maximum, double-spaced, 12 pt. Times New Roman font including endnotes or footnotes in MLA or Chicago Manual style or APA. Be sure to include a separate bibliography page.
For the Video Genius Rant: If you choose to submit a video response, the length of your recording must be no less than 5 minutes. Record the video response using the video assignment tool or upload it in the Genius Rant folder as an mp4 file. You are encouraged to be creative when choosing to submit the response in video format.

For Tutorial Exercise 1

For Tutorial Exercise 1 you are to complete a 200 word summary on the essential reading for Week 2 OR Week 3. For the summary you will need to provide a brief statement of the author’s thesis position or author’s argument and the key points that support this in your own words. Marks will be deducted for the inclusion of quotes. You will need to be very succinct in the summary as you only have 200 words to summarise the essence of the reading. The details of the Summary are as follows:

Summary: Due 11.30pm Friday 6 August 2021 

The details for each of the essential readings are as follows. Remember you only choose ONE of the following readings.

Bisley, Nick. (2017). The Cold War and after. (Chapter 10, pp. 155-167). In Devetak, Richard, Jim George and Sarah Percy (Eds.), An Introduction to International Relations (3rd edition). Cambridge UK: Cambridge University Press.

Dear Students

This is a reminder that the summary is due at 11.30pm on Friday 6 August. The normal 10% under and over of the required length is acceptable. If the summary goes over 250 words then it will be penalised.

Some students have asked me whether you need to include a reference list in the summary and also a cover sheet. If you are not sure the following answers these questions

  1. You must always include a reference list in all assessments in this unit even when there is only one reference. This is good practice to get into as not including a reference list will result in marks being deducted in most units of study. 
  2. You do not include a cover sheet in any of the assessments. When you submit an assessment item on turnitin you are certifying five things that are listed on the cover sheet in terms of plagiarism. These are listed on page 13 of the Learning Guide under Turnitin. Please do not include a cover sheet as it will also increase your similarity report.
Criteria/ StandardsExcellent (85-100)Very Good (75-84)Good  (65-74)Fair  (50-64)Unsatisfactory  (0-49)
Accurate and concise summaryHighly accurate, excellent judgement of what to include and appropriate lengthVery accurate, very good judgement of what to include, appropriate lengthAccurate, good judgement of what to include, appropriate lengthReasonably accurate, some good judgement of what to include, appropriate or close to appropriate lengthInaccurate, no or low level judgement of what to include, much too long or too short
Use of own wordsWritten entirely in own words with well executed paraphrasingUse of own words throughout, high quality paraphrasingUse of own words mostly or throughout, good paraphrasingUse of own words mostly, fair quality or inconsistent paraphrasingToo close to text, bordering on plagiarism or crude ‘cut and paste’
Compliance with scholarly conventionsComplete compliance with referencing style and due acknowledgement of sources and ideas with no or very minor mistakesMostly compliant with referencing style and due acknowledgement of sources and ideas with few lapsesGood effort, but with minor lapses in compliance with referencing style and/or in acknowledgement of sources and ideas Basic effort to comply with referencing style and to acknowledge sources and ideas properly, but with mistakesLittle or no compliance with referencing style and/or acknowledgement of sources and ideas
English expression, correct spelling and grammar Fluent, literate, clear and elegant with no or only very minor grammatical or spelling errorsFluent, literate, clear sentences with very few grammatical or spelling errorsGenerally well written and literate with some lapses in clarity or some clumsy sentences and/or with some grammatical and spelling errorsNot well written, with some unclear passages, some poorly constructed sentences or paragraphing with too many grammatical and/or spelling errorsBadly written, unclear, many sentences poorly constructed with many errors in grammar and spelling – does not meet minimum literacy standards

Goals for this week

Introduction

图形用户界面, 网站

描述已自动生成

Goals for this week

  • Who is our client? Western Sydney University x
  • Gather background data on COVID-19
  • Australia Response to COVID-19 + Commentary
  • Figure out the impacts of COVID-19 on Economy, Individuals and Target Group.
    • Identify differences in these impacts between our target group and others
  • The recovery from the pandemic information?
  • Why do we think this is important to our client?

Useful Resources

Introduction

COVID-19 Information

Nathan
What is COVID-19? Covid-19 also known as the Coronavirus is a respiratory disease which shows various symptoms from the common cold to more serious health issues such as pneumonia which could lead to death. The Covid-19 has a mortality rate of about 15% insert health.gov.au.  

Australian Response- egs, jobkeeper, jobseeker

Zijie

Impacts of COVID-19- lifestyle, economy, individual & Target Group (20-24 yo)

Economy

The COVID-19 Pandemic had a large impact on the Australian Economy over the past year and this is greatly reflected when looking at our Gross Domestic Product (GDP). There was a large negative impact to our GDP (-7.3%) in the 2020 2nd quarter as this was the height of the pandemic and there was a slow recovery each quarter till present with an average increase of 3.975% (Australian Bureau of Statistics, 2021). 

Individual

            The pandemic did not only affect our economy but had an impact on the population. COVID-19 led to a large loss of income for the average individual, through mass redundancies/ unemployment, and increased cost of living due to lockdowns and restrictions. As shown in Appendix 2, there was large spike in unemployment from March to August 2020 which slowly declined over time till present which is also reflected in the job vacancies 

Target Group (20-24 yo)

The Recovery – what has the government done to help aid recovery

Hong (Kris) Le 

Importance of this proposal/ project (Western Sydney University)→ how does reading this report help understand the issue 

Zhaoyang Lin

Reference List

Appendix

Appendix 1 – March Key Statistics 2019-2021, percentage changes (ABS, 2021)