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Part 1: Financial Acumen 1. Review at least three (3) articles on `. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references. 2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture. Part 2: Sarbanes-Oxley (SOX) Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following: A. Rationale for SOX B. Provisions of SOX C. Enforcement of SOX .

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Part 1 What are some challenges with syndromic surveillance? Part 2 : Critique a team presentation topic SIMULATION TRAINING IN EDUCATION and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology. What changes in the presentation would you recommend, and why? Please see attach Remember to include sources of literature in your posts to back up the statements you make. Remember, we are all about evidence-based practice! .

Part 1 What are some challenges with syndromic surveillance P.docx

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Part 1: Procedure and purpose 10.0 Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose. Part 1: Procedure steps and activity 10.0 Procedure steps or activity are comprehensive and proficiently described Part 1: Procedure introduced, modeled, practiced, assessed 10.0 Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough. Part 1: Rationale 10.0 Explanation of how procedures will minimize distractions and maximize instructional time is specific. Part 2: Rules and Consequences 10.0 Rules are skillfully crafted and consequences are creative. Part 2: Reward System 10.0 Reward system is effective and documentation is reasonable. Part 2: Rationale 10.0 Explanation of how the system will help create a safe and productive learning environment is proficient. Organization 10.0 The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 20.0 Writer is clearly in command of standard, written, academic English. ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences Grade Level:___________ Part 1: Procedures Procedure Example: Entering the Classroom Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced To create a classroom environment that is conducive to learning the moment class begins. 1. Walk in quietly (entering a new zone). 2. Get organized before the bell (sharpen pencil, homework ready …). 3. Begin working quietly on the warm-up (in your notebook with paper labeled). Teacher will introduce the procedure on the first day of school. The teacher will model the procedure at the beginning of class for the first week of school. Teacher and students will repeat when reinforcement is needed or when new students join the class. Teacher will watch for students who follow the steps correctly and will positively reinforce the students. Procedure #1 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #2 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #3 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #4 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #5 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Rationale Write a 100-150 word .

Part 1 Procedure and purpose 10.0 Procedures are well-develop.docx

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Part 1: Post your own definition of school readiness (and offer support for your definition from the readings; Remember to use APA style citations to identify the sources of this support)? Be sure to discuss specific screening tools, instruments, or other tools/approaches to assess the preparedness of children entering Kindergarten. These should be directly related to your definition. Part 2: Given what you’ve learned about intellectual disability, discuss at least 3 challenges to school readiness young children with intellectual disabilities face when entering Kindergarten. .

Part 1 Post your own definition of school readiness (and offer .docx

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Part 1: Art selection Institute Part 1: Art selection · · These are the work of the arts from the ancients to modern art. The reason for the selection of this theme of the art is the association of the ideas behind the sculptures is the religion. Like in the first one is the sculpture of the Ares, who was the God of Greece, he was considered to be the God of war. This sculpture was made by the Scopas who was the ancient Greek sculpture. The second work of art is Moses which was for the Tomb of Pope II, which was made by Michelangelo who made this piece of art in the early 16th century (1506). The third piece of art is also related to the religion, in which the wall depicts the Biblical figures, this was made by Claus Sluter, who was the artist from the Dutch origin. The most engaging part of these arts is the religious depiction which evolved through the times. From Ares to Jesus in the arts. · The common theme is the religious personalities of the times in which they were made. · It is important to vary the themes through the times, as it describes the artistic preferences of the people, and how this had been addressed by the artists. · Ares: Vatican, Rome, Italy. Statue of Ares, Scopas's influence. Brooklyn Museum Archives, Goodyear Archival Collection (Rens Ottema, 2020) Moses: (wga.hu, 2020) The Well of Moses(onlineschoolscenter.com, 2020) .

Part 1 Art selectionInstitute Part 1 Art sel.docx

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Part 1: Post a Response Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other. Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s. In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”. Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor. Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes. Identify the source(s) where you read about the reform cause. From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”). Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change. Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time. Identify the source(s) where you read about Wilson. Part 2: Respond to a Peer Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections. .

Part 1 Post a ResponseVarious reform groups with various causes.docx

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Part 1: Assessment Summary In 500-750-words, summarize the following: What areas should an AAC assessment evaluate? What areas of communication do AAC assessments address? How do assessment results inform AAC strategies/techniques? Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used. Support your assessment summary with 1-3 scholarly resources. Part 2: Case Studies Read the following case studies to inform Part 2 of the assignment. Case Study 1: Mandy Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her. Case Study 2: Wilson Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety. Case Study 3: Cole Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.

Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docx

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Part 1: Post a Response During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them. Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive? Restrictions or prohibitions on voting Restrictions such as those on job, land purchase, and mobility Inability to serve on juries or accuse a white person in court Then, in a full paragraph or two: Discuss the immediate and long-term consequences from your chosen restriction. Identify any lessons we can learn today from this restriction and its impact. Identify the source(s) where you read about the restriction. .

Part 1 Post a ResponseDuring the Reconstruction Era, the So.docx

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Part 1: Financial Acumen Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet: 1. Review at least three (3) articles on financial acuity. Summarize the articles in 300 words. Use APA formatting throughout including in-text citations and references. 2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture. Part 2: Sarbanes-Oxley (SOX) Write a 100-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following: A. Rationale for SOX B. Provisions of SOX C. Enforcement of SOX .

Part 1 Financial AcumenKeeping abreast of the financial measure.docx

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Part 1 : Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting. Part 2 : In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can. Part 3 : Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you? .

Part 1 Do an independently guided tour of news and media coverage.docx

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Part 1 Describe the scopescale of the problem. Problemado.docx

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Part 1: Art Creation Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece. Part 2: Reflection Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper: Introduction Inspiration Piece Include image. Record the title, artist, year, and place of origin. Briefly explain the background of the inspiration piece. Your Art Piece Include image. Provide a title. Explain the background of your piece. Connection Explain the thematic connection between the two pieces. How are they similar and different? Are they the same medium? How does the medium impact what the viewer experiences? How do the formal elements of design compare to one another? Original Artwork Requirements Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.) No computer-generated pieces Writing Requirements (APA format) Length: 1.5-2 pages (not including title page, references page, or image of artwork) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 1 scholarly source) Grading This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric. .

Part 1 Art CreationSelect one of the visual art pieces from Cha.docx

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Part 1: Answer these questions in a couple sentences. 1. What is the difference between reliability and validity? 2. Describe different types of measures (e.g. self report, etc.). What are the pros and cons of each? Abstract 1: Vandell et al., 2010 Relations between nonrelative child care (birth to 4 ½ years) and functioning at age 15 were examined ( N = 1364). Both quality and quantity of child care were linked to adolescent cognitive and social functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15. Higher quality early child care also predicted youth reports of less externalizing social behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15. Summary: Abstract 2: Love et al., 2005 Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. .

Part 1 Answer these questions in a couple sentences. 1. Wha.docx

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Assignment 3 Assignment 3 is due after you complete Lessons 9 to 11. It is worth 20% of your final grade. Prepare your responses to these assignment problems in a word processing file; put financial data in a spreadsheet file. As you complete the assignment problems for each lesson, add your responses to these files. Do not submit your answers for grading until you have completed all parts of Assignment 3. Note: In assignments, show all calculations to 4 decimal places. Lesson 9: Assignment Problems 9.1 The Constant-Growth-Rate Discounted Dividend Model, as described equation 9.5 on page 247, says that: P0 = D1 / (k – g) A. rearrange the terms to solve for: i. g; and ii. D1. As an example, to solve for k, we would do the following: 1. Multiply both sides by (k – g) to get: P0 (k – g) = D1 2. Divide both sides by P0 by to get: (k – g) = D1 / P0 3. Add g to both sides: k = D1 / P0 + g (8 marks) 9.2 Notation: Let Pn = Price at time n Dn = Dividend at time n Yn = Earnings in period n r = retention ratio = (Yn– Dn) / Yn = 1 – Dn/ Yn = 1 - dividend payout ratio En = Equity at the end of year n k = discount rate g = dividend growth rate = r x ROE ROE = Yn / En-1 for all n>0. We will further assume that k and ROE are constant, and that r and g are constant after the first dividend is paid. A. Using the Discounted Dividend Model, calculate the price P0 if D1 = 20, k = .15, g = r x ROE = .8 x .15 = .12, and Y1 = 100 per share B. What, then, will P5 be if: D6 = 20, k = .15, and g = r x ROE = .8 x .15 = .12? C. If P5 = your result from part B, and assuming no dividends are paid until D6, what would be P0? P1? P2? D. Again, assuming the facts from part B, what is the relationship between P2 and P1 (i.e., P2/P1)? Explain why this is the result. E. If k = ROE, we can show that the price P0 doesn’t depend on r. To see this, let g = r x ROE, and ROE = Yn / En-1, and since r = (Yn – Dn) / Yn , then D1 = (1 – r) x Y1 and P0 = D1 / (k – g) P0 = [(1 – r) x Y1] / (k – g) P0 = [(1 – r) x Y1] / (k – g), but, since k = ROE = Y1 / E0 P0 = [(1 – r) x Y1] / (ROE – r x ROE) P0 = [(1 – r) x Y1] / (Y1 / E0 – r x Y1 / E0) P0 = [(1 – r) x Y1] / (1 – r) x Y1 / E0), and cancelling (1 – r) P0 = Y1 / (Y1/E0) = Y1 x (E0 / Y1) = E0 So, you see that r is not in the final expression for P0, indicating that r (i.e., retention ration or, equivalently, dividend policy) doesn’t matter if k = ROE. Check that changing r from .8 to .6 does not change your answer in part A of this question by re-calculating your result using r = .6. (10 marks) 9.3 You are considering an investment in the shares of Kirk's Information Inc. The company is still in its growth phase, so it won’t pay dividends for the next few years. Kirk’s accountant has determined that their first year's earnings per share (EPS) is expected to be $20. The company expects a return on equity (ROE) of 25% in each of the next 5 years but in the sixth year they expect ...

Assignment 3Assignment 3 is due after you complete Lessons 9 t.docx

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Assignment 4 - Positivism Paper Learning Objective and Basis for Assessment: Successful completion of this assignment the student will be able to utilize criminological theory to explain reasons for crime. Based on your readings (Introduction, Part 1 and 2), you are to identify one infamous criminal offender and apply the concepts of Positivism to explain his or her criminal behavior. First, answer the following questions, articulating your answers with supporting information from what you have learned: · What are the major concepts of Positivism or biological theories of crime? · What was Lombroso’s contribution to the study of criminal behavior? What was his theory of crime and why was he known as the father of criminology? · What is the nature versus nurture debate as found in the modern biosocial perspective? What are some examples of studies examining this debate? Second, identify one infamous criminal offender and provide a brief summary of his or her criminal behavior and activities. Based on the Positivism perspective, provide an explanation for the offender’s criminal behaviors and activities, articulating whether the offender was influenced by nature, by nurture, or by both. This paper should be a minimum of 4 pages of written text (not to include the cover page and reference page), double spaced, and should include a minimum of 4 academically credible references (the textbook may count as 1 academic reference). Sources should be cited within the text and on the reference page using standard APA format. ...

Assignment 4 - Positivism PaperLearning Objective and Basis .docx

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Assignment 4 Due April 7 Note: · You should do additional exercises from the textbook to improve your understanding of the material. · Show your work to get credit. See the course outline for a description of how assignments should be done. 1. p. 440 # 9 2. p. 443 #15 (b)(c) 3. p. 443 #17 4. Suppose that the following estimates of activity times (in weeks) were provided for the network in Problem 6 (p. 439). Activity Optimistic Most Probable Pessimistic A 4 5 6 B 1 3 5 C 4 7 10 D 5 6 7 E 5 7 9 F 2 3 4 G 6 10 14 H 5 8 11 What is the probability that the project will a. be completed within 24 weeks? b. last longer than 26 weeks? c. last longer than 23 weeks? d. last longer than 22 weeks but shorter than 25 weeks? PAGE business law c19-c28END2008_08_10_15_10_13 Poole: Contract Law ANSWERS - SELF-TEST – PRIVITY OF CONTRACT AND THIRD PARTY RIGHTS 1. What is the doctrine of privity of contract? (2) The doctrine of privity of contract determines who may enforce the contract and provides that only the parties to a contract may enjoy the benefits of that contract (1) or suffer burdens under it (1). 2. What were the two difficulties in establishing an argument that the contracting party in fact contracted as agent for the third party? (2) The 2 difficulties in establishing the agency argument were (a) establishing that the third party (principal) gave authority to the agent to act in that capacity. (1) (b) establishing that the principal provided consideration to support the promisor's promise. (1) Example is Dunlop Pneumatic Tyre v Selfridge. 3. In what circumstances under the Contracts (Rights of Third Parties) Act 1999 can a third party rely on an exemption clause in a contract to which he is not a party? (3) How does this differ from the previous position at common law? (4) A third party (i.e. a person who is not a party to a contract containing an exemption clause) may enforce that clause under s.1(6) of the Contracts (Rights of Third Parties) Act 1999 if either (a) the contract expressly states that the third party shall have this right of enforcement (1) or (b) the exemption clause purports to protect the third party and (on a proper construction of the contract) there is nothing to indicate that the contracting parties did not intend the term to be enforceable by that third party (s.1(1)(2)). See Nisshin Shipping v Cleaves (2003) for explanation of s.1(1)(b) and s.1(2). (1) In addition, the third party must be expressly identified in the contract either by name, or as a member of a particular class or description e.g. “independent ...

Assignment 4 Due April 7Note· You should do additional .docx

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Assignment 3--Undergraduates Due at end of day on Sunday, March 1 There are 35 multiple choice questions worth 1 point each and one short essay question worth 5 points. As usual, BL refers to Benson and Loftesness and ES to Evans and Schmalensee. Multiple choice questions (1 point each) 1. ____ is money that is not convertible into anything else. According to Kohn, it is accepted as payment mainly because ____. (Kohn, p. 201) A. bank dollars; people believe that others will accept it as payment B. bank dollars; the government orders that it be accepted for all payments C. fiat money or definitive money; people believe that others will accept it as payment D. fiat money or definitive money; the government orders that it be accepted for all payments 2. Kohn argues that governments have ____ ability to create the type of money in the previous question and that this has been a main cause of ___around the world. (Kohn, pp. 201-202) A. limited recessions B. limited; inflation C. unrestricted; recessions D. unrestricted; inflation 3. According to ES, the first metallic money consisted of ____ coins produced by the Lydians in the 7th century B.C. These coins had the advantage over previous commodity monies of being more ____. (ES, pp. 26-27) A. copper; easily exchanged, stored, and counted B. copper; difficult to steal C. gold and silver; easily exchanged, stored, and counted D. gold and silver; difficult to steal 4. Governments that issued metallic coins earned a profit called _____ that consisted of the difference between the value of the coin in exchange and the value of the metallic content. This profit tempted governments to ____ the coins. (ES, p. 27) A. seigniorage; debase B. float; delay payments of C. seigniorage; increase the metallic content of D. interchange; hoard 5. According to BL, the only way cash can get into the economy is through _____. (BL, p. 110) A. the Treasury using cash to make payments to the public 1 FIN 5567/369 Keeton Spring 2015 B. banks and other depository institutions ordering cash from the Fed C. the public going to the Federal Reserve to request currency D. banks and other depository institutions ordering cash from the Treasury 6. Legal tender laws require that cash be accepted for which of the following payments? (BL, p. 110, Kohn, p. 201) 1. Taxes and private debts. 2. Purchases of goods and services without regard to size of purchase. 3. Purchases of goods and services below a specified dollar amount. A. 1 only B. 1 and 2 C. 3 only D. 1, 2, and 3 7. When a bank receives worn or damaged currency, it typically returns the currency to the ____ and receives ____. (BL, p. 111) A. Federal Reserve; nothing in return B. Federal Reserve, a credit to its reserve account at the Fed C. Treasury; nothing in return D. Treasury, a reduction in its federal tax liability 8. When a consumer withdraws cash from one of the bank’s own ATM machines, she typically pays to her bank ____. (BL, p. 111) A. no fee, tho ...

Assignment 3--Undergraduates Due at end of day on Sunday, March 1 .docx

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Assignment 3: Written Paper 2 (Week 4) DUE: Mar 30, 2014 11:55 PM Assignment Instructions Instructions: In 2-3 pages, explain what expenses and costs face today's air industry. In addition, evaluate what the current fuel costs do to the industry and how do they affect the ticket prices and the patrons flying occurences. Submission Instructions: Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. APUS Assignment Rubric Undergraduate Level EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3 DEVELOPING LEVEL 2 BEGINNNING LEVEL 1 POINTS FOCUS/THESIS Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements. Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment. Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal. 4 SUBJECT KNOWLEDGE Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. 4 CRITICAL THINKING Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thin ...

Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docx

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Assignment 4: College Admissions This activity is 4 parts. Complete each part before moving to the next. Be sure to respond to all questions asked in each part. Grading Criteria (5 pts) Parts 1 to 3 are worth 1 point each. To earn a point for each part all questions in the part should be clearly answered with some detail. Missing or unclear information will result in a zero for that part. Part 4 is worth 2 pts. 2 pts earned if all questions are clearly and thoughtfully answered consistent with course materials. 1 pt. earned if all questions are attempted but missing key points made in course materials Part 1: You are part of an admission’s committee at a state university. You have 3 spots available to fill. But you have six applicants. Here is the information you have: Jonathan Smith ACT score 30 GPA 3.85 Kendra Johnson ACT score 26 GPA 3.8 Devin Peterson ACT score 25 GPA 4.0 Cassidy Thomas ACT score 29 GPA 3.5 Peter McIntyre ACT score 27 GPA 3.3 Brandy Jackson ACT score 24 GPA 3.9 Part 1: Questions to answer Is this enough information to determine who should get into the University? If not what other information would you want and why? If this is the only information used which three would you admit? How did you decide? (Mark 3 selected students for this part on the table on page 7 of this assignment) Part 2: Here is a bit more information: Jonathan Smith. ACT score 30 GPA 3.85 Jonathan took 4 years of math, science, and English including advanced math (calculus and trigonometry at the college level), advanced chemistry and physics, and college level English as well as 3 years of Latin. He was involved in many extracurricular activities including track, golf, and student council. Kendra Johnson. ACT score 26 GPA 3.8 Kendra took 3 years of math ending with the highest level being basic algebra. She took 4 years of basic English and 2 years of science (physical science and biology). She was not involved in any extracurricular school activities but was a member of a church youth group. Devin Peterson ACT score 25 GPA 4.0 Devin Peterson took 3 years of math ending with geometry. He took 3 years of English and 2 years of science (biology and chemistry). He was not involved in any extracurricular school activities. Cassidy Thomas ACT score 29 GPA 3.5 Cassidy took 4 years of math ending with advanced high school math (introduction to calculus and trig.), 4 years of science (physical science, biology, chemistry, and physics), and 3 years of English and 4 years of French. She was a member of the swim team and drama club. Peter McIntyre ACT score 27 GPA 3.3 Peter McIntyre took three years of math ending with advance algebra. Three years of English. Three years of science (earth science, biology, and chemistry). He was on the football team and the baseball team. Brandy Jackson ACT score 24 GPA 3.9 Brandy took 3 years of math ending with algebra. ...

Assignment 4 College AdmissionsThis activity is 4 parts. Co.docx

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Assignment 4: Analysis of the Agency’s Policies, Procedures, and Plans Regarding Unions, Privatization, Pensions, and Productivity, Part 4 Due Week 9 and worth 220 points Refer to the Scenario for Assignments 1, 2, 3, 4, and 5 Write a four to six (4-6) page paper in which you: Revise the previous assignment based on your professor’s feedback. Analyze at least three (3) of the agency’s policies, procedures, and / or plans regarding unions. (Title this section The Agency and Unions) Analyze at least three (3) of the agency’s policies, procedures, and / or plans regarding privatization. (Title this section The Agency and Privatization) Analyze at least three (3) of the agency’s policies, procedures, and / or plans regarding pensions. (Title this section Employee Pension Plans) Assess the agency’s approach to productivity and performance evaluation. (Title this section Productivity and Performance Evaluation) Recommend at least three (3) actions the agency could take to improve in the areas of productivity and performance evaluation. (Title this section Recommendations for Improving Productivity and Performance Evaluation) Provide at least four (4) relevant and credible outside sources that support the content of this assignment. (Include no more than one (1) non-government Website) Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Examine the major components of the personnel management system, procedures, and processes in the public sector. Recommend improvements to processes involved in public personnel management and / or solutions to problems confronting those in the field. Assess external organizational and employee conditions as well as their implications to and impact on personnel management. Analyze pertinent issues, such as motivation and productivity, collective bargaining, labor relations, equal employment opportunity (EEO), affirmative action (AA), intergovernmental relations, and / or professionalism, facing public personnel managers. Evaluate current and emerging issues and trends in public personnel management, such as evaluation, public sector recruitment, staffing employment development compensation, benefits, pensions, strategic planning, and / or succession planning. Analyze pertinent public personnel management issues related to the federal government and / or privatization. Develop a proposal for strategic public personnel management for a specific setting. Use technology ...

Assignment 4 Analysis of the Agency’s Policies, Procedures, a.docx

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Assignment 3: Political Personalities As we have seen this week when looking at both psychoanalytic and neo-psychoanalytic theory, much of our mental health and success in adulthood is related to the events and relationships of our childhood. Much like Freud, Alfred Adler believed that childhood events are pivotal for the adult. For Adler, his pivotal childhood events were the development of rickets which kept him from walking until the age of four and contracting a near-fatal case of pneumonia at age five. These events served to inculcate a lifelong ambition which centered around his becoming a physician in order to focus on the curing of deadly diseases. According to Alfred Adler, all people have moments when they feel inferior. For many, such moments will lead them to strive to compensate for that weakness. When this happens, it leads to what he calls “superiority striving,” in which the person is motivated by his or her feelings of inferiority to overcome and strive for betterment, achievement, and perfection. It is important to note that superiority striving is different from simply striving for power. Adler considered this an unhealthy desire because the sole goal is power. The way that someone strives to meet his or her goals from an Adlerian point of view is referred to as a style of life. Adler is also known for his study of birth order and its impact on personality. Research Adler’s theory using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following: Choose a social or political leader (current or past) to examine through an Adlerian framework of superiority striving and style of life. Superiority Striving What might be the motivation behind this leader’s career choice, according to Adler’s theory? What was this person’s perceived inferiority or weakness? How did this person obtain his or her high level of superiority striving? For example, Franklin Roosevelt's bout with polio may have been responsible for some of his motivation. Style of Life What was his/her goal and unique style of life that could be used to achieve this goal? What steps did this person take to overcome their perceived inferiority? Did this leader act out of social interest or for personal gain? What was the long-term outcome of his/her striving? Birth Order How would you apply Adler’s theory of birth order to this personality? Format your paper so it is double-spaced, in 12-point Times New Roman font, and with normal one-inch margins. Include a title page with a running head, an abstract, and a reference page. Do this for all the papers for this course. Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc. By Wednesday, December 10, 2014, deliver your assignment to the M1: ...

Assignment 3 Political PersonalitiesAs we have seen this we.docx

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