week 3 bu329 assignment 1

Unit 3 Assignment 1

Submit Assignment

  • Due Sunday by 11:59pm
  • Points 75
  • Submitting a text entry box, a website url, a media recording, or a file upload

Instructions

Union Railroad has been using dynamic project management teams to drive their ongoing process improvement initiatives now for almost two years. Union has recently completed a benchmarking activity around the use of these teams and their performance against other peer organizations. As part of this study, they realized that they have not actually been measuring, monitoring, and motivating some of the teams as much as they could have.

Union has decided to hire you to come in and improve this deficiency. They have asked that you analyze their situation and discuss how they might incorporate the six key team behaviors into their process. Especially they want you to prepare a 1-2 page report that discusses your thoughts and approach to leveraging these six key team behaviors and how through their use they can achieve better measurement of performance, monitoring, and motivational aspects within their team environment.

Estimated time to complete: 8 hours

Rubric

BU329 Unit 3 Assignment 1

BU329 Unit 3 Assignment 1

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeTopic

7.5 pts

Level 5

Identifies a creative, focused, and manageable topic clearly addressing important points.

6.75 pts

Level 4

Identifies a manageable topic that addresses important points.

6.0 pts

Level 3

Identifies a focused topic that addresses important points.

5.25 pts

Level 2

Identifies a topic that while doable, is too narrowly focused.

4.5 pts

Level 1

Identifies a topic that is far too general and wide-ranging as to be doable.

0.0 pts

Level 0

Does not clearly identify a topic or identifies a topic that is not relevant to the assignment.

7.5 pts

This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or ViewsBU329-CO2

7.5 pts

Level 5

Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more).

6.75 pts

Level 4

Describes in-depth information from relevant sources representing at least two points of view or research aspects.

6.0 pts

Level 3

Explains information from relevant sources representing at least two points of view or research aspects.

5.25 pts

Level 2

Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(s) are identified.

4.5 pts

Level 1

Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches

0.0 pts

Level 0

Information is irrelevant to the topic. No clear point of view/approaches.

7.5 pts

This criterion is linked to a Learning OutcomeContent

18.5 pts

Level 5

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

16.65 pts

Level 4

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed

14.8 pts

Level 3

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

12.95 pts

Level 2

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

11.1 pts

Level 1

Demonstrates the ability to explain contextual facts but does not provide a defined statement.

0.0 pts

Level 0

There is no evidence of a defined statement.

18.5 pts

This criterion is linked to a Learning OutcomeAnalysisPRICE-I

18.5 pts

Level 5

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

16.65 pts

Level 4

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

14.8 pts

Level 3

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

12.95 pts

Level 2

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

11.1 pts

Level 1

Describes evidence, but it is not organized and/ or is unrelated to focus.

0.0 pts

Level 0

Lists evidence, but it is not organized and/ or is unrelated to focus.

18.5 pts

This criterion is linked to a Learning OutcomeConclusion

7.5 pts

Level 5

Assembles a conclusion that is a logical interpretation from findings.

6.75 pts

Level 4

Constructs a conclusion that is logical from inquiry findings.

6.0 pts

Level 3

Identifies a conclusion specifically from and responds specifically to the findings.

5.25 pts

Level 2

Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.

4.5 pts

Level 1

States an ambiguous or unsupportable conclusion from findings.

0.0 pts

Level 0

States an illogical conclusion from findings.

7.5 pts

This criterion is linked to a Learning OutcomeLimitations and Implications

7.5 pts

Level 5

Insightfully discusses in detail relevant and supported limitations and implications.

6.75 pts

Level 4

Examines relevant and supported limitations and implications.

6.0 pts

Level 3

Discusses relevant and supported limitations and implications.

5.25 pts

Level 2

Presents relevant and supported limitations and implications.

4.5 pts

Level 1

Presents limitations and implications, but they are unsupported.

0.0 pts

Level 0

Presents limitations and implications, but they are irrelevant.

7.5 pts

This criterion is linked to a Learning OutcomeWriting

4.0 pts

Level 5

The paper exhibits a excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

3.6 pts

Level 4

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication.

3.2 pts

Level 3

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

2.8 pts

Level 2

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

2.4 pts

Level 1

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

0.0 pts

Level 0

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.

4.0 pts

This criterion is linked to a Learning OutcomeAPAPRICE-I

4.0 pts

Level 5

The required APA elements are all included with correct formatting, including in-text citations and references.

3.6 pts

Level 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

3.2 pts

Level 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

2.8 pts

Level 2

The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references.

2.4 pts

Level 1

Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.

0.0 pts

Level 0

There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references.

4.0 pts

Total Points: 75.0

PreviousNext

Therapeutic Relationships

Directions:

To prepare for this Assignment, review the Disruptive Behaviors Part Two media and select a particular child or adolescent with a disruptive behavior. Consider one strength and one weakness of the therapeutic relationship with the child or adolescent during the counseling sessions.

The Assignment (3–5 pages) is in two parts:

Part One: Ineffective Interventions

  • Identify the less effective counseling session you selected, and explain why it was less effective.
  • Identify and explain the intent of the target goal in the counseling session.
  • Explain one ineffective aspect of the counseling approach and why.
  • Explain one misstep the counselor made that inhibited the development of a therapeutic relationship and why.

Part Two: Effective Interventions

  • Identify the more effective counseling session you selected, and explain why it was more effective.
  • Explain one intended goal the counselor was attempting to accomplish in the counseling approach and why.
  • Explain one ineffective aspect of the counseling approach and why.
  • Explain two critical skills the counselor demonstrated that promoted the development of a therapeutic relationship and how those critical skills were used.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.

Resources:

Boyatzis, C. J., & Junn, E. N. (2016). Annual editions: Child growth and development (22nd ed.). McGraw-Hill Education.

  • Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112)
  • Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105)

Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy, 19(3), 130–143. Retrieved from the Walden Library databases.

As you review this article, consider how child-centered play therapy, as a therapeutic approach, supports disruptive behavior.

MGT422 Discussion Module 3

There are numerous videos on group decision making available online. Some of them are very professional; others seem somewhat amateurish or are designed for or by high school students.

Do a search on YouTube for videos on group decision making or on specific group decision-making techniques discussed in the background materials. Choose a video you found to be very useful at explaining the techniques in the background materials, and another video that you found to be amateurish or not very useful.

Post the links and share with your classmates. Also, share with your classmates what you found useful and not useful about each video, and whether or not you recommend your classmates view the video to prepare for their written assignments

question 002

           ENGLISH 123 —
MYTHOLOGY

Choose TWO of the following questions, and
respond to each in an essay of not more than 600 words
(approximately two typewritten pages for each question).
Be specific in your
responses and work beyond generalities into a discussion that shows your
familiarity with our texts.  ESSENTIAL
NOTE:  You are not simply reporting on a myth, but making sense of
it through your own, careful analysis.

Please label each question

Special Note:  Read the questions
carefully.  Each question asks that you
draw a conclusion following your discussion to allow you to synthesize the
material and formulate your own insights. (You need not parrot back your response; i.e.,
This theme is significant because . . . . 
Your paper should make apparent why you deem the subject important
enough to write about, since you will focus on what matters most, in your
estimation, in these myths.)

ANSWER ANY TWO OF THE FOLLOWING
QUESTIONS. Your essay should not total more than four pages.

  1. You must legally defend Dr. Victor Frankenstein
    against his monster in a court of law. The monster is making claims
    of malpractice, negligence, and seeks physical and emotional damages, as
    well. What is the best defense you could mount on behalf of the doctor?
    What counter-arguments might you hear from the prosecutor? (It’s up to you
    whether you portray yourself as a competent defense attorney or as
    incompetent or biased, but you must remain consistent in your point of
    view and leave the reader with a clear idea as to the actual character of Dr. Frankenstein as portrayed in Shelley’s
    novel. As always when you write, be specific and use support from the
    text.)
  1. Which culture’s mythology resonated with
    you more closely than the others, and why? Select a
    myth or theme that spoke to you in some unexpected way. Describe what
    it means to you in the context of your life and explain why it proved so
    valuable. What did you learn from it? Give
    specific examples from the texts to support your analysis, conveying the
    reasons that your contemporaries might still benefit from the study and understanding
    of that culture’s mythology.
  1. Why do the Greek gods and goddess inflict such misery
    upon those who worship them? And why did human beings hail the Immortals, since they
    seemed to abuse their powers and
    positions? Explain why the tales of the gods have been told and retold throughout
    the centuries, given their apparent flaws. 
    What character traits most impressed you, and what behaviors
    shocked you? What do we learn from Greek mythology as we face life in the
    modern world? As always, be specific and convey clearly to the reader the
    reasons for your response. Also, provide pertinent support from our texts.
  1. Discuss the traditions represented in The Ways of My Grandmothers and how they differ from
    ways of life in modern society. Which ways of traditional life would
    be the hardest for modern society to adapt to, and why? Which traditions
    would be the most appealing? What single aspect of traditional life, now
    lost, do you most mourn? How might we benefit if we reintegrated it into
    our lives today? Be sure to offer specifics with plenty of support from
    the text.

You must
scrupulously cite your sources to avoid Plagiarism. Enclose any direct
quotations in quotation marks and acknowledge ideas that are not your own.

Look through another’s eyes, English homework help

Look through another’s eyes.

When others tell you what they think about your paper, they are giving you feedback. As you read the feedback, you can see your writing through other people’s eyes. Their feedback may give you new ideas and make you aware of problems you can fix. In this lesson you will practice using feedback, and then you’ll begin to revise your draft.

Review the Research Paper Assignment Overview. You have completed your planning and drafting, and you are now ready to begin finalizing your paper.

Your teacher gave you feedback about your first draft. He or she may ask to have a conference with you to discuss your research paper. If you wish, you can request a conference with your teacher to clarify or expand upon the feedback.

The feedback your teacher gave you was based on experience and expertise. Return to the feedback that you received on your first draft. Reread it carefully. Make notes about it if you wish.

Feedback

Some feedback that you received may focus on specific passages.Other feedback may affect the writing of the paper as a whole. As you revise, look for the passages or structural aspects that the feedback refers to. Work to improve those elements.

Always be open-minded about feedback. A reader might give you unexpected insight into your writing, enabling you to dramatically improve your work. When you read a feedback suggestion, have a positive mind-set. If you disagree with the suggestion, don’t act rashly. Give yourself time to reflect calmly and you may change your mind.

Problems are fixable. Make notes of your ideas about how to implement the feedback. You might write your notes in your draft in the places where the problems show up.

Fixing Problems

Sometimes when you read an item of feedback, you may agree with the opinion but wonder how to fix the problem. Common problems include

  • ineffective hook
  • unclear thesis
  • lack of support
  • poor organization
  • weak conclusion

Adding Support

The writer of the Model Research Paper made several revisions based on her teacher’s feedback.

One piece of feedback said that the supporting paragraphs (body)did not contain enough detailed evidence . The teacher recommended adding quotations from literary critics.

Read the first-draft version. Then read the detailed evidence the writer added to improve the paragraph.

First Draft

For Wordsworth, selfishness and unkindness go hand-in-hand with the growth of industrial cities. He felt that the Industrial Revolution resulted not just in harm to the environment but in emotional and moral harm.

Additional Evidence

….Biographer Hunter Davies writes that Wordsworth “could see quite clearly the ravages created in family life by the Industrial Revolution and the new factories: the all-night shifts, the abuses of child and female labour, the dangers to health and morals and the breakdown in rural life as people fled from the country to the towns.”

Revising Language

The writer of the Model Research Paper received feedback saying that the language of the first draft was too informal. As a result, she deleted informal words and phrases and inserted more formal ones.

She used a dictionary and a thesaurus to help her make stronger word choices.

Read the first-draft version. Then read how the author changed it to be more formal with stronger word choices for the final draft.

First Draft

Wordsworth doesn’t talk about industrialization in “Lines Composed a Few Miles Above Tintern Abbey,” but he knew about it. He saw it when he walked along the Wye.

Final Draft

Although Wordsworth does not directly mention industrialization in “Lines Composed a Few Miles Above Tintern Abbey,” he was surely aware of the influence of that social change as he walked along the banks.



Check Your Revisions

As you revise, reread the portion of the feedback that refers to the part of the paper you are currently revising.

After you revise that part of your paper, read your revision. Does it respond to the feedback? Does it solve the problem? If your answers to those two questions are “yes,” you’re using the feedback effectively.

If you would like additonal feedback, give your mentor the Mentor Checklist for Revising. Ask your mentor to read your research paper and make comments on the checklist. Your mentor’s feedback is likely to be more like that of a typical reader than that of a teacher.As a result, you’ll have a different perspective from which to evaluate your work.

Now you will begin revising your research paper. Refer to the rubric in your Research Paper Assignment Overview. Remember that the rubric will be used to grade the final draft.

Read the tips for getting started on revising. Use the Student Guide to focus your thoughts.

Revising Tips

Here are some tips for revising a research paper:

  • Copy and paste your entire draft into a new document or use the Save As feature to save the document under a new name.Keep the old first draft the way it was. Make your revisions on the new document. That way, you can compare the drafts.
  • Pace yourself. Don’t rush and don’t delay.
  • You can keep revising the same passage until you are satisfied with it.
  • Remember that the important thing is to improve your paper. If a change doesn’t improve the paper, you might want to undo it.

Now, start revising.

Explain what is meant by global sourcing of capital., business and finance homework help3 to 4 pages

3 to 4 pages

DGP Inc is planning an expansion of its business operations internationally by adding a subsidiary (FDI) in Spain. The CFO has approached three investment banks, 2 in the USA and 1 in Europe, to provide the firm with financial information regarding the cost of capital in their respective markets, and also in major capital markets globally.

Instructions:

  1. Explain what is meant by global sourcing of capital.
  2. Explain what is meant by the terms Systematic risk, Unsystematic risk, and Beta as related to Investment in shares of public organizations. 
  3. According to Eiteman, Stonehill, and Moffett (2010) “Depository receipts (depository shares) are negotiable certificates issued by a bank to represent the underlying shares of stock, which are held in trust at a foreign custodian bank” (p. 393) Define and contrast American Depository Receipts (ADRs,) and Global Depository Receipts (GDRs).
  4. What is meant by the term “Cross-Listing?”
  5. What is the difference between “Eurodollars” an “Euronotes?”

Assignment 3: Operational Barriers to Success, business and finance homework help

Assignment 3: Operational Barriers to Success

Delivering on a value proposition demands constant improvement and innovation as competition changes over time along with evolving customers’ needs and wants. How an organization delivers is not only dependent on its ability to serve the market but also on how well it adapts and overcomes the challenges of its own structure, culture, incentives, and design. However, an organization may face many barriers that hinder its ability to overcome these challenges.

Using the module readings, Argosy University online library resources, and the Internet, research operational barriers. Based on your research, address the following:

  • What tools might an organization use to help identify barriers?
  • Identify at least three barriers that impede an organization’s ability to adopt innovative practices and processes.
  • Identify at least one organization that faced these barriers, describe the approach used to address these barriers, and explain whether it was successful or unsuccessful.
  • Explain what you would you have done differently to overcome these barriers.

Write a 3page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc.

Gopalakrishnan, S., Kessler, E. H., & Scillitoe, J. L. (2010). Navigating the innovation landscape: Past research, present practice, and future trendsOrganization Management Journal7(4), 262–277. doi:10.1057/omj.2010.36 (ProQuest Document ID: 820961459)

Assignment 3 Grading Criteria

Maximum Points

Described tools an organization can use to help identify barriers.

12

Identified at least three barriers that prevent a company from adopting innovative practices.

12

For at least one organization, examined the success of the approach used to address these barriers.

24

Made appropriate and valid recommendations to overcome the identified barriers.

32

Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.

20

Total:

100

Meal planning Assignment

Part A

Please respond to the following questions in complete sentences and paragraphs. Do not include the questions verbatim and answer each independently (in other words there are 4 distinct responses I am looking for). Work on further developing your academic writing skills. This section should be at least 200 words. References are required.

  • What is meant by the AMDR, and what is this range for carbohydrates (adults only)?
  • How do slow releasing carbohydrates and fast releasing play a role in health, including blood glucose management?
  • What is one potential negative health consequence from carbohydrate intake?
  • What is one potential positive health impact from carbohydrate intake?

Part B

Here is a sample one-day menu for Mr. Brown. His doctor just told him to cut down on added sugars in addition to increasing his fiber intake. He hopes to meet with a dietitian next week, but in the meantime needs some help making these changes. List five suggestions for Mr. Brown’s diet. Make sure to provide only changes that address the meal planning goals mentioned above. Tell him which food(s) you would have him omit and how you would replace these items. You may also change portion sizes. Highlight (yellow only, please) or bold the item you are changing. Then write the change next to that. You may make more than five changes, but if you do so, you will only receive full credit when all changes correctly match the assigned directions.

Breakfast
1 cup sugar-frosted flake cereal
8 oz 1% milk
8 oz orange juice
2 scrambled eggs

Snack
1/2 peanut butter and jelly sandwich (1 slice white bread, 1 TBSP Skippy peanut butter, 1 TBSP grape jelly)

Lunch
8 oz tomato soup
6 Saltine crackers
1 turkey sandwich (3 oz turkey, 2 slices white bread)
1/2 cup canned pears in heavy syrup
8 oz grape juice

Snack
6 oz fruited yogurt, sweetened
1 oz almonds

Dinner
5 oz BBQ chicken
1 medium baked potato with 1 TBSP butter
1/2 cup steamed broccoli
8 oz cola
4 oz 1% milk

Snack
1/2 cup chocolate ice cream

The increase in technology to the healthcare field and how it has affected patient care.

I have written the rough draft but it needs to be rewritten with in text citation and have sources.

Be sure that your Unit 8 Assignment submission:

  • Demonstrates that you have substantially revised your Unit 6 Assignment. It’s attached.
  • Establishes and develops a clear main point about your topic that is original and insightful.
  • Analyzes either the cause or effect of the change you are addressing, without taking a position or writing to persuade.
  • Organizes ideas logically and demonstrates paragraph unity and connection of ideas through the use of transition devices.
  • Demonstrates that you have strengthened, supported, and developed your ideas through the incorporation of three to four relevant and reliable secondary sources from either the Library or published on the Web.
  • Demonstrates that you can paraphrase relevant and reliable source information rather than relying solely on quotes from the sources.
  • Applies 6th Edition APA formatting to give credit to all source information and ideas, whether you quote, paraphrase, or summarize these sources.
  • Utilizes APA style to format the paper, including the title page, body pages, margins, in-text citations, and references page citations.
  • Follows the conventions of Standard American English.
  • Is 5–6 paragraphs or 2–2.5 pages long, excluding title page and references page.

Review a sample student Assignment. It’s attached.

more assignment

(3- to 5-page paper)

Conflicting messages often characterize ethics in psychology research and practice. The ethics involved in teaching and supervision are no different. Those in positions of professional oversight might find themselves having to choose between courses of action that might solve one dilemma while causing another. It is important that psychology professionals understand how to apply a decision-making model systematically in order to arrive at responsible decisions regarding professional oversight in teaching and supervision.

For this Assignment, review the following Case Study:

You are a faculty member at a college. The dean assigned the head of your department to examine a specific issue. You attended several meetings of various faculty members to discuss the issue, and the department head attended only one. You and a colleague wrote a reasoned, point-by-point response to the original issue of concern, and you sent this to the department head. A few months later, you are surprised to see a journal article manuscript with the department head listed as the sole author. When you read the article, you see that you and your colleague are cited in the appendix, but much of the material is word for word what you have written.

The Case Study allows you to apply ethics to real-life situations and demonstrate your understanding of the decision making needed to resolve such conflicts. It is rare for an ethical dilemma to involve only one issue, so you should take the time to reflect on the complications that present themselves in the situations described in the Case Study.

For this week’s Assignment, review the overview of the five ethical decision-making models that can be found in the Learning Resources section.

  • Koocher and Keith-Spiegel’s nine-step ethical decision-making model
  • Canadian Code of Ethics for Psychologists: The 10-step ethical decision-making process
  • Rest’s four-step ethical decision-making model
  • Jones’s four-step intensity-contingent ethical decision-making model
  • Fisher’s eight-step ethical decision-making model

paper that includes the following:

  • An explanation of the ethical dilemmas you perceive to be involved in the Case Study.
  • A description of what you might do in response to the dilemma. Include the following in your explanation:
    • A step-by-step application of one of the decision-making models provided above.
    • An explanation of the possible outcomes for each individual in the Case Study.
    • An explanation of any benefits and limitations of the model you selected.

    Resource

    • Bersoff, D. (Ed.). (2008). Ethical conflicts in psychology (4th ed.). Washington, DC: American Psychological Association.
      • Chapter 3, “Learning Ethics” (pp. 117–157)
      • Chapter 8, “Academia: Research, Teaching, and Supervision” (pp. 385–451)
    • Fisher, C. B. (2017). Decoding the ethics code: A practical guide for psychologists (4th ed). California: Sage Publications, Inc.
      • Chapter 3, “The APA Ethics Code and Ethical Decision Making” (pp. 31-53)
      • Chapter 10, “Standards on Education and Training” (pp. 259-278)
    • National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies. (2009). On being a scientist: A guide to responsible conduct in research.Washington, DC: Author. Retrieved from: https://www.nap.edu/download/12192#

    Media

    • U.S. Department of Health and Human Services. (Producer.) (2001). The lab: An interactive video on avoiding misconduct. Washington, DC: USDHHS: Office