Organizational Development and Change Case
Module 5 – Case Organizational Development and Change Case Assignment Organizational Development and ChangeIn this module?s Case Assignment, we will again use an experiential approach. You will engage in a personal applied case on the topic of organizational development. As in earlier modules, use the following outline to structure your 4- to 6-page paper. You may use the subtitles as headings within your paper.Introduction: Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.Concrete Experience: Begin with a specific situation/event. Describe a change that occurred at your workplace that was significant and meaningful to you. It may have been an extraordinarily good experience?or it may have been an experience that did not work out very well at all! The important point is that it should be an experience which you would like to understand better. Be objective and focus on just the facts: who, what, where, when, and how?as if you were composing a newspaper article.Reflective Observation: Reflect upon that change experience from multiple perspectives of persons involved or affected in the organizational change. Step back from the situation, look at the organizational change from your own viewpoint, and from the perspective of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant point of view. Why did you react and behave the way that you did? Why did others behave the way that they did? Did others have the same positive (or negative) experience? Explain. (Note: your discussion of theories and models from your module materials belongs in the following section.)Abstract Conceptualization: Use critical thinking skills in order to understand and interpret the change experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. Explain how they apply to your experience. For example, what steps in the change process were undertaken in the change process you experienced. Which Organizational Development technique, if any, was applied and used in your actual experience? Which Organizational (OD) Development technique do you think should have been applied and why? Compare the actual experience with the change plan you develop from your chosen OD technique. Be sure to apply at least three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.(This Abstract Conceptualization section is the ?heart? of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories, and models and how they apply to your experience.)Active Experimentation: Identify ways to respond to the next occurrence of a similar experience. What have you learned about the way organizational development and change can take place from this analysis? What have you learned from any mistakes? How are you going to put what you have learned to use? What actions will you take to lead effective change at a business or organization?Conclusion: Sum up the main points of your analysis and the key learning you are taking from it.Reference List: List all references that you have cited in the paper using APA formatting. References include materials from the required background readings as well as any outside internet or library sources you used in researching and writing your paper.Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:Action ResearchOrganizational Development refers to the theory and practice of how organizational leaders can implement interventions that lead to effective organizational change and improve organizational performance. Organizations consist of multiple departments, managers, and individual employees each with their own issues. Each industry also has its own sets of concerns. Diagnosing the problems faced by an organization can be a very difficult task.Fortunately, there are techniques available to help both diagnose problems faced by organizations as well as find solutions to these problems. The basic building block for Organizational Development is a technique called Action Research.A good place to start is this introductory video on organizational development:Weiher, A. (2014). Artifact: Organization Development. To supplement the video, read the following introductory book chapter. Pay special attention to the section on action research as applied to organizational development which starts on page 20:McLean, G. N. (2006). Chapter 1: What is organization development? Organization Development: Principles, Processes, Performance. San Francisco: Berrett-Koehler Publishers. [EBSCO eBook Collection. In the EBSCO book collectionNow read up in more detail on action research with the following two chapters:Haneberg, L. (2005). Chapter 3: The action research approach to change. Organization Development Basics. Alexandria, VA: American Society for Training & Development. [EBSCO eBook Collection]Lurey, J. & Griffin, M. (2013). Section 2: Chapter 4: Action research: The anchor of OD practice. In Vogelsang, J. (ed). Handbook for Strategic HR: Best Practices in Organization Development from the OD Network. Saranac Lake, NY, USA: AMACOM Books, pp. 46-52. [EBSCO eBook Collection]Large Scale InterventionOrganizational Development also involves large-scale organizational change. A key contribution of organizational development is identifying the value of the wide range of opinions and information that a large number of employees at different levels of the organization can provide. Rank-and-file employees and mid-level managers will certainly be more likely to go along with any change decision if they have input. For any large-scale change, valuable information and input can be obtained if a wide range of employees are involved in the planning process.However, it can be very difficult to involve a large number of employees in a decision-making process. There is always the danger of ?too many cooks spoiling the broth? or an inability to reach some type of agreement. Fortunately, Organizational Development experts have created several techniques called Large Group Interventions that are specially designed to involve a larger number of employees in an organizational change process. Large Group Interventions typically involve holding a conference for two or three days with a large number of participants.There are quite a few Large Group Interventions that are widely used. For this module, we will be focusing primarily on two techniques. Future Search is a relatively focused and structured method developed by Sandra Janoff and Marvin Weisbrod. The focus of Future Search is ?getting the whole system in the room? and involving representatives of key stakeholder groups within the organization to find common ground on what kind of future is desired for the organization and how to reach this desired future outcome.Another method that we will cover is Open Space Technology. This method is less structured and much more informal than Future Search. Open Space Technology can involve a huge number of participants, and also allows any participant to come up with an idea for discussion. Any participant can propose a discussion topic and schedule a time and place for discussion during the two or three days of the Open Space Technology conference. After sessions are scheduled, participants can pick and choose which sessions to attend. The choice of topics discussed as well of the schedule of an Open Space Technology conference are set almost entirely by the participants. At the end of the conference, reports and recommendations from each session are shared with all of the participants. For background on organizational development through large-scale intervention, view these two videos for a basic introduction to the large group intervention methods Open Space Technology and Future Search. These are short animated videos that will explain the basics of these methods.Pashley, S. (2012). Open Space. NHS Research and Development Forum. Kaapz. (2010). Kaapz and Future Search Now read these two articles for a basic overview of large group interventions such as Future Search and Open Space Technology:Nixon, B. (1998). Creating the futures we desire – getting the whole system into the room: Part I. Industrial and Commercial Training, 30(1), 4-11. [ProQuest]Leith, M. (1996). Organizational change and large group interventions. Career Development International, 1(4), 19-23. [ProQuest]Finally, take a closer and more detailed look at Future Search and Open Space Technology with these final two readings:Norum, K. E. (2005). Chapter 15: Future Search conversation. In Dialogue as a Means of Collective Communication (pp. 323-333). Springer Science & Business Media B.V. / Books. [Business Source Complete]Rogers, J. (2010). Large group interventions. Facilitating Groups. Maidenhead: McGraw-Hill Education. Pp. 98-104 [EBSCO eBook Collection. Note: this is a section at the end of Chapter 3Appreciative InquiryAnother organizational development technique is called Appreciative Inquiry (AI). AI is an alternative approach to Action Research. Usually standard Organizational Development techniques focus on identifying problems. AI involves a considerably different approach. Instead of focusing on problems, AI involves identifying what has worked well in an organization in the past. An AI consultant might collect information from employees on what has worked well in the past, and then work with the team or organization to build upon these positive aspects. It is not clear if AI is preferable to standard OD techniques in all situations, but it is nonetheless a useful alternative approach that has become widely popular and worthwhile to learn about and consider.To start, view this short introduction to the basic concept of Appreciative Inquiry:Hayes, J. (2009). Appreciative inquiry. Aarhus School of Business Now take a look at this slightly more detailed video. Pay close attention to the discussion of the ?4D Model? towards the end of the video:Kelm, J. (2011). What is Appreciative Inquiry? Appreciative Engagement. Now take a close look at these two short but important articles which provide direct comparisons between Appreciative Inquiry and traditional Organizational Development techniques as well as some of the main advantages and disadvantages of Appreciative Inquiry:Venter, J. (2010). Appreciative inquiry. Accountancy SA, , 42-44. [ProQuest]Zemke, R. (1999). Don’t fix that company! Training, 36(6), 26-33. [ProQuest]Finally, read up in more detail with these more comprehensive chapters on Appreciative Inquiry. For the first of these readings, pay special attention to Table 1 and the comparison between Appreciative Inquiry and traditional Action Research (Deficit-Based) problem solving methods. For the second reading, pay special attention to the discussion of what is involved in each of the ?4 D? steps:Whitney, D. K., & Trosten-Bloom, A. (2010). Chapter 1: What is Appreciative Inquiry? The Power of Appreciative Inquiry: A Practical Guide to Positive Change. San Francisco: Berrett-Koehler Publishers. [EBSCO eBook Collection]Lewis, S., Passmore, J., & Cantore, S. (2016). Chapter 4: Appreciative inquiry: How do you do it? In Appreciative inquiry for change management: Using AI to facilitate organizational development. London: Kogan Page. [EBSCO eBook Collection]Haneberg, L. (2005). Chapter 3: The action research approach to change. Organization Development Basics. Alexandria, VA: American Society for Training & Development. [EBSCO eBook Collection]Hayes, J. (2009). Appreciative inquiry. Aarhus School of Business Kaapz. (2010). Kaapz and Future Search Kelm, J. (2011). What is Appreciative Inquiry? Appreciative Engagement. Leith, M. (1996). Organizational change and large group interventions. Career Development International, 1(4), 19-23. [ProQuest]Lewis, S., Passmore, J., & Cantore, S. (2016). Chapter 4: Appreciative inquiry: How do you do it? In Appreciative inquiry for change management: Using AI to facilitate organizational development. London: Kogan Page. [EBSCO eBook Collection]Lurey, J. & Griffin, M. (2013). Section 2: Chapter 4: Action research: The anchor of OD practice. In Vogelsang, J. (ed). Handbook for Strategic HR: Best Practices in Organization Development from the OD Network. Saranac Lake, NY, USA: AMACOM Books, pp. 46-52. [EBSCO eBook Collection]McLean, G. N. (2006). Chapter 1: What is organization development? Organization Development: Principles, Processes, Performance. San Francisco: Berrett-Koehler Publishers. [EBSCO eBook Collection. In the EBSCO book collectionMorris, D. (2011) AI in business renewal: Turning around a manufacturing Division at John Deere. Retrieved from Nixon, B. (1998). Creating the futures we desire – getting the whole system into the room: Part I. Industrial and Commercial Training, 30(1), 4-11. [ProQuest]Norum, K. E. (2005). Chapter 15: Future Search conversation. In Dialogue as a Means of Collective Communication (pp. 323-333). Springer Science & Business Media B.V. / Books. [Business Source Complete:Pashley, S. (2012). Open Space. NHS Research and Development Forum. Rogers, J. (2010). Large group interventions. Facilitating Groups. Maidenhead: McGraw-Hill Education. Pp. 98-104 [EBSCO eBook Collection. Note: this is a section at the end of Chapter 3Venter, J. (2010). Appreciative inquiry. Accountancy SA, , 42-44. [ProQuest]Weiher, A. (2014). Artifact: Organization Development. Whitney, D. K., & Trosten-Bloom, A. (2010). Chapter 1: What is Appreciative Inquiry? The Power of Appreciative Inquiry: A Practical Guide to Positive Change. San Francisco: Berrett-Koehler Publishers. [EBSCO eBook Collection]Zemke, R. (1999). Don’t fix that company! Training, 36(6), 26-33. [ProQuest]Weisbord, M. R., & Janoff, S. (2010). Future Search: Getting the Whole System in the Room for Vision, Commitment, and Action. San Francisco: Berrett-Koehler Publishers [EBSCO eBook Collection]Owen, H. (2008). Open Space Technology: A User’s Guide (3rd Edition). Williston, VT, USA: Berrett-Koehler Publishers. [EBSCO eBook Collection]Cooperrider, D. L., Whitney, D. K., & Stavros, J. M. (2008). Appreciative Inquiry Handbook: For Leaders of Change. Brunswick, OH: Berrett-Koehler Publishers. [EBSCO eBook Collection]Morris, D. (2011) AI in business renewal: Turning around a manufacturing division at John Deere. Retrieved from
Investigative journal (course: investigative digital forensics)
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Throughout this course, you will be keeping an investigative journal. The purpose of this journal is to archive any artifacts and information that may support your final projects. You will submit it as part of Milestone One and receive points within the milestone rubric for this. Additionally, it will assist you by allowing you to organize information in a chronological order that you can easily retrieve when completing the final projects in the later modules. This journal can be kept as a Word document. You can compile journal entries within the same document and submit this document as one file submission at the end of the course with your Milestone One submission.
In your investigative journal, develop a chain of custody form to be used within a business based on forensic notes for the final project.
In your investigative journal, record how data is acquired and the tools used in the final project scenario.
In your investigative journal, record how data is acquired and the tools used in the final project scenario.
In your investigative journal, record network analysis for the final project scenario.
ISE 640 Final Project Forensic Notes
Use the information in this document to help you complete your final project.ÿ
Drew Patrick, a director-level employee, is stealing intellectual property from a manufacturing company. The company is heavily involved in high-end development of widgets. Drew has access to corporate secrets and files. He is planning on leaving the company, taking the intellectual property with him, and going to work for a competitor. There is suspicion of him doing this, so human resources (HR) notified the information technology (IT) department to monitor Drew?s past history. An internal investigation is launched due to Drew?s abnormal behavior. The IT department confirms that they have found large files and emails. Forensics identified unauthorized access, transmission, and storage of intellectual property by Drew. Evidence found will be used to support legal civil and criminal proceedings.ÿ
Scenario ACME Construction Company designs, manufactures, and sells large construction vehicles that can cost upwards of a million dollars. They spent hundreds of thousands of hours redesigning their premier excavator. Every piece that goes into the excavator is individually designed to maximize the longevity of the equipment. Known for attention to detail, high-quality work, and industry innovation, this painstaking work is what sets ACME Construction company apart and is attributed for the excellent reputation they enjoy. This, in turn, allows them to charge a premium on their exceptionally well-built products.ÿ
Drew Patrick is a senior manager directly involved with the overall development of ACME?s excavators. His role provides him with access to design documentation, schematics, support documents, and any other technical references maintained in the company?s research and development (R&D) database. The R&D database is maintained by ACME?s information technology (IT) department, which is supported by a security operations center (SOC). The SOC uses Snort as a core component of their security information and event management (SIEM) system to keep tabs on network traffic, authentication requests, file access, and log file analysis.ÿ
The SIEM alerted SOC personnel of potential peer-to-peer (P2P) traffic originating from the internet protocol (IP) address associated with Drew?s computer. However, analysis of Active Directory logs indicated that Drew was not logged into his account at the time the files were transferred via the P2P application. ACME enforces two-factor authentication and does not allow for computer sharing. The SOC personnel began an incident report based on the identification of P2P traffic, which violates company policy. As per company policy, the SOC personnel gave human resources (HR) and the legal team the incident report. The legal team asked for further investigation. Upon further inspection of the P2P activity, several file transfers were discovered. The files transferred match the names of files in the R&D database containing intellectual property developed by Drew?s development team. Additionally, the files were transferred to IP addresses that are not owned or controlled by ACME Corporation.ÿ
Analysis of the server access logs indicated that Drew had been logging into the R&D database for several weeks prior to the external file transfers taking place. Network logs from the Intrusion Prevention Systems (IPSs) indicated that the files of interest had been transferred to Drew?s desktop computer prior to the external transfer. ACME has a strict policy against maintaining intellectual property anywhere other than the designated servers. File access logs on the R&D servers confirmed that the account belonging to Drew had copied the files in question.ÿ
At this point, fearing a loss of intellectual property, in addition to numerous policy violations, ACME called in the digital forensic team to take over the investigation. The forensics team proceeded to capture the log files from relevant computer systems and created a forensically sound copy of the hard disk drive on Drew?s computer. The log files investigated included the corporate mail, domain name server (DNS), and dynamic host configuration protocol (DHCP) servers, as well as physical access logs. Additionally, packet capture logs from the firewalls and intrusion detection system (IDS) were gathered and analyzed. This detailed investigation revealed that file transfers of intellectual property were indeed done from Drew?s computer, however, Drew?s account was not logged in at the time of the transfer. The only account active on the suspect computer was an anonymous account that had been created on 9/17/2016 at 9:57 p.m.ÿ
The following notes were provided by the Forensic Team:ÿ
Forensic Team Investigation Notes Notes from the investigative team about the forensic findings of the hard drive image obtained from Drew Patrick?s hard drive:ÿ
? Chain of custody document was begun with the sizing of the Western Digital Hard Drive 500 GB with serial number NB497356F from Drew Patrick?s computer. ? Hard drive was duplicated using forensic toolkit (FTK) software to preserve the original hard drive image. A hash was created for the original and the copied image to prove both images were the same. ? The operating system of the image was Windows-based. The operating system used a new technology file system (NTFS) file structure. ? The hard drive was analyzed using Autopsy and Windows Forensic Toolchest. The sort and index functions were used to isolate the files needed for further analysis. These files include types SQL, Excel, email, chat, and HTML. Slack space was also analyzed.ÿ
Files and Findings EMAIL (Microsoft Outlook): Numerous emails were found that contained references to proprietary information. Some emails were to non-ACME Corporation email accounts, and they promised information pertaining to equipment design. Follow-up emails were found that asked for assurance of a promised managerial position.ÿ
CHAT (AOL Instant Messenger): Several chat conversations were recovered containing information about possession of proprietary documents.ÿ
SQL (Microsoft Database): SQL database files revealed proprietary information and connection logs to a remote SQL server. Two additional SQL database files were encrypted and were not successfully unencrypted.ÿ
EXCEL (Microsoft Excel): Numerous Excel files were located on the hard drive. These files contained parts list and parts specifications concerning proprietary construction equipment. These files had csv and xls extensions.ÿ
HTML: Recovered internet web browser cache revealed that the dark web was searched for proprietary information brokers. An email address was created to correspond in the dark web for buyer transactions called [emailÿprotected] Internet cache also revealed that YouTube was searched for the subjects ?selling intellectual property? and ?selling on the dark web.? Recovered internet browser history revealed pictures and illustrations on encrypting SQL database files. Internet browser history also revealed searches concerning how to exploit the vulnerabilities of an SQL database.ÿ
SLACK SPACE (hidden data and temporary files): Hidden information in the slack space was revealed to contain temporary internet files on searches for ?advertising stolen data? and ?hacking sql servers.? These files, once revealed, were in plain text and read using Notepad.
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four and half pages single spacing not double please, correct and clear citations, submit your investigative journal that outlines most of the basics from each of the modules upon which you based your notes. using 12-point Times New Roman font. You should use current APA style guidelines for your citations and reference list.
Hi | Literature homework help
2.3.7ÿPractice:ÿMake Your Own Paid Advertisement
Practice Guide
Media Literacy (S2318458)
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Draw upon your own creative resources and create a unique advertisement for a product or service of your choosing. The advertisement should be persuasive, target a specific audience, and use media in a compelling way. You can either produce the advertisement (that is, you can use the materials and media available to you to make it) or present detailed instructions for the creation of the advertisement.
Make sure to consider the following:
What will you advertise?ÿYour advertisement might promote a product or service. What is its unique selling point? Does it have a brand identity? You can choose to advertise a real product that already exists or a product you can imagine existing ? just be sure to make your choice clear.
What form will your advertisement take?ÿWill it appear in print form? As a video? Online? You might choose to “mock up” a print advertisement or write the script for a commercial or product-placement opportunity.
Who is your target audience?ÿIs there a particular group of people you are trying to reach? Where are they found? What kinds of things do they like? In your opinion, what kinds of media are they most likely to respond to?
Before you begin, you might want to review the study sheet for this lesson and conduct some advertising research of your own. Take notes about the most effective and least effective ads you see. What about them do you find compelling, boring, or innovative?
As you begin to draft your advertisement, remember:
Many persuasive advertisements are effective because they actively engage consumers. How might you engage your consumer? Does your advertisement have a hook? Would it be appropriate to use a jingle, logo, motto, QR code, or cross-media follow-up opportunity?
Some persuasive advertisements are effective because they sneak up on consumers. Could you take advantage of a consumer’s expectations of certain forms (like newspaper articles) or incorporate subliminal strategies?
Most advertisements use a combination of rhetorical strategies to reach consumers. Are you appealing to consumers’ emotion, logic, and sense of character? Does your advertisement have a sense of urgency?
You can engage your inner artist. For example, if you are musical, you might compose a jingle or think about how you can use music to set the mood for an advertisement. Remember, too, that many advertisements rely on a combination of words and images.
Step 1: Understand the Assignment
Rewrite the assignment in your own words. Underline any important words that help you focus on the task.
Step 2: Understand Your Product
You can’t sell a product if you don’t know what it is, so take time to write a detailed description of your product. Begin by answering the following questions, then note anything you haven’t already stated.
What is your product? What does it do?ÿ
What does the product look like? What are its notable features?ÿ
How does it ? or why should it ? stand out from other, similar products? What is its unique selling point?ÿ
Who are the obvious consumers who might use this product? What about the not-so-obvious consumers to whom it might be marketed?ÿ
Step 3: Make Observations and Form Opinions
Review your notes from the lesson for information that might help you with the assignment.
One thing that came up in the lesson is that advertisements ? for many things and in many forms ? are around us all the time. Review the notes you made on advertisements you’ve seen and make a list of techniques and strategies you’ve found to be most and least effective. Underline or highlight specific techniques and strategies you might want to use in your own advertisement.ÿ
Think about your target audience. Who are they? What is unique to them? Where do the people you are trying to reach live, work, and play? What are some things they might need? What are some things they might be sensitive about?ÿ
What form do you envision your advertisement taking? Is there a form that would really reach your audience or show off your product?ÿ
Return to your list of techniques and strategies (from question 1). How could you use them in the form you’ve chosen?ÿ
What could you add to your advertisement to help it really stand out and stay in people’s minds? Depending on what format you chose, is there a catchy song or jingle you’d want to use? A specific image you want to include, or a look or style you want to create, to set your product apart? Is there a character or meme you want to create (or borrow) to be associated with your product? If you already addressed some of these ideas above, use this space to expand on them a little.ÿ
Step 4: First Draft: Script, Storyboard, or Mock-Up
Now’s it’s time to carry out your response to the last question and begin making a first draft of your advertisement. If you are making a TV, radio, video, or animated ad, try making a script or storyboard for what will happen in your commercial. If you are making a print, billboard, or Internet ad, you might try making a mockup of the images, colors, and texts you include by drawing your ideas or using collage.ÿ
You can also use a combination of these forms, too ? just make sure you use this step to begin fleshing out your advertisement ideas in a more concrete way. If you like what you make in this step, you can revise and build on it to create your final draft ? or just use this step to try some ideas out.ÿ
Creating a Script
Writing a script is one method you might choose if you are planning a filmed, radio, or animated advertisement. If you are including a jingle or original song, you can also write out the lyrics as part of your script. Here?s a sample script format to help you get started:ÿ
Writing a Script
Two robots are sitting across from each other in an artist’s studio. The brick walls behind them are crumbling. The table in front of them is covered with books, a few laptops, a television, a camera, a few cups of coffee, and a giant notepad.ÿ
Robot 1 is a female robot in her early twenties. She has a clearly developed fashion sense; she wears a jeans skirt and a vintage T-shirt. Robot 2 is a male robot of the same age. He is wearing a button-down shirt, which is not tucked into his slacks.ÿ
Robot 1: Do you know what a script looks like?ÿ
Robot 2: I used to know, but I’m not sure I remember. Remind me?ÿ
Robot 1: Well, O.K. When I write a script, the first thing I do is set the background. I describe the place where the scene is happening and who’s involved. Then I usually start with dialogue. I write the name of whoever is speaking and follow it with a colon.ÿ
Robot 2: [scratching his head] That makes sense. What about when you have to describe actions or communications that aren’t verbal?ÿ
Robot 1: I put them in brackets to set them apart: [The doorbell rings.].
Creating a Storyboardÿ
A storyboard shows what will happen moment to moment in a scene, and is especially useful for action-type advertisements. Use the different boxes (like a comic strip) to show what happens at each step ? you can include spoken elements as well, or just show the images. You can fill in the template below with your ideas ? you can even cut out the squares and rearrange them to find the most effective narrative for your advertisement.
Mocking Up an Advertisementÿ
Maybe you are working with an online or print advertisement? Use a blank sheet of paper to “mock up” a computer screen or magazine page. Consider cutting out words and pictures from other advertisements to help you generate the look or style you’d like to create when you make your own original advertisement.
Step 5: Put It All Together: Ad Time
Now it’s time to pull all your ideas, drafts, and creative resources together to create a unique advertisement for a product. Remember, your advertisement should be persuasive (appealing to logic, emotion, character, or some combination), target a specific audience, and use media in a compelling way. You can either produce the advertisement (that is, you can use the materials and media available to you to make the advertisement itself), or you can write detailed instructions for the creation of the advertisement (which may also include a script, storyboard, mock-up, or just written paragraphs explaining what the advertisement will be like).ÿ
Some things to keep in mind:
If you are producing the advertisement, what materials and media will you use? Make sure you gather together all your supplies first, so you concentrate on bringing your ideas to life! (Use your script, storyboard, or mock-up to help inform your ad?s final production.)
If you are writing detailed instructions for the creation of the advertisement, are they clear enough that someone else could follow them to produce your advertisement? (You may include your script, storyboard, or mock-up to help explain what you will make ? but make sure you revise them as necessary.)
Have fun!
Step 6: Final Draft Checklist
As you get ready to hand in your final draft, answer the following questions to make sure you completed the assignment successfully.
Make sure you:
HLTH Towson Powerpoint
AGING AND HEALTH 120 ? Power Point ExamPurpose: The purpose of this Power Point exam is for a student to be able to:*Identify historical and cultural perspectives on aging;*Analyze the racial, cultural, socioeconomic, and other differences among older adults; *Evaluate ethical issues regarding the treatment of the elderly;*Evaluate the stereotypes and myths of aging;*Identify global issues of aging and cultural diversity;*Evaluate the components of the health care system relevant to the aging; *Describe the effects of medication and medical intervention on the process of aging as it affects the individual and society; *Select, evaluate, use, and cite information gathered for timeliness, accuracy and validity for written, oral or visual projects.Directions: The Power Point exam is worth 100 points. The format requirements for this exam are as follows: *Font size for each title is to be set at 36.* All slide text: font size is to be set at 20.* All references in the body of the paper are to be set at a font size of 14.*Students must use four or more scientific references in this project and failure to use a minimum of 4 references will result in a deduction of 10 points per missing reference.*The text book for this course can be used only one time as a reference in the project. Do not use class notes or worksheets. = – 10 pts. if the text book for this course is used more than once.*If there are no reputable references used in the project, the highest grade that can be earned is 20 points. * DO NOT use a solid white background for the project. Select a background for the project. Failure to do so = – 15 pts. * Save and submit the power point exam as a .pptx only. Failure to do so may result in failure of the exam if the professor cannot open up the document. At the end of the exam, take a selfie of your face with either your CCBC ID or driver?s license below your chin. COVER ANY PERSONAL INFORMATION WITH ONE OF YOUR FINGERS BUT MAKE SURE YOUR NAME AND PICTURE IS VISABLE. Save the picture on your cell phone as a small size and insert the picture below. Not posting the picture below will result in a 20-point deduction. Slide 1Title: State your name and the course you are enrolled in.Text: Bullet one, two and three: Explain 3 purposes of this project. Slide 2Title ? Myths and Stereotypes of Aging Bullets 1-2:- List what you think are 2 current myths of aging. NOTE: Myths are a popular belief or tradition that has grown up around something or someone Bullets 3-4: List what you think are 2 current stereotypes of aging. NOTE: stereotypes are a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.Slide 3Title: Research for Myth NOTE: Myths are a popular belief or tradition that has grown up around something or someone.Bullets 1-4: Select one of your myths and reword reputable research that does NOT support the myth you selected.State your source(s) in APA style at the bottom of the slide.Slide 4Title: Research for Stereotype Bullets 1-4: Select one of your stereotypes and reword reputable research that does NOT support the stereotype you selected.Stereotypes are a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.State your source(s) in APA style at the bottom of the slide.Slide 5Title: Ethical Issues and the Elderly Bullets 1-4: Evaluate what you think four ethical issues are regarding the elderly in the U.S.NOTE: think about the rightness, fairness, or equity of how the elderly are treated.Slide 6Title: Research Supporting Ethical Issue Bullet 1: Select one of the ethical issues from slide 5 and state why you selected this issue to be evaluated.Bullets 2-4: reword reputable research that supports one of your evaluations regarding the ethical issues of how the elderly are treated in the U.S. State your source(s) in APA style at the bottom of the slide.Slide 7 Title: Historical + Cultural Perspectives on Aging Bullet 1: select a period from the past, identify the time frame you are going to discuss and state why you chose this time frame. Bullets 2-4: reword reputable research and identify 3 customary (common) beliefs of the elderly during this period of time.State your source(s) in APA style at the bottom of the slide.Slide 8Title: Racial Differences and Older Adults in the U.S. Bullet 1: State what race you would like to analyze and why you selected this race. Bullets 2-4: Analyze 3 differences that you think exist among older adults of this race compared to older adults of another race in the U.S.Slide 9Title: Racial Differences in (name the race you analyzed in slide 8). Bullets 1-4: Reword reputable research that supports your analysis in slide 8. State your source(s) in APA style at the bottom of the slide.Slide 10Title: Socioeconomic Differences among Older Adults Bullets 1-4: Analyze 4 socioeconomic differences that you think existed between an older adult of the race you selected in slide 8 compared to the race selected in slide 8.State your source(s) in APA style at the bottom of the slide.Slide 11Title: Health Care in the U.S. Bullets 1-4: Reword reputable research and evaluate what Medicaid is.State your source(s) in APA style at the bottom of the slide.Slide 12Title: Health Care in the U.S. Bullets 1-4: Reword reputable research and evaluate what Medicare is.State your source(s) in APA style at the bottom of the slide.Slide 13Title: My Personal Health Care Bullets 1-4: Evaluate what your personal health care system is at this point in time.Slide 14Title: Medications for my Age Group Bullets 1 ? 4: Briefly describe the effects of 4 legal medications that are commonly used in your age group and what they are prescribed for.Reword your research and state your source in APA style at the bottom of the slide.Slide 15Title: Medications for the Elderly Bullets 1-4: Briefly describe the effects of 4 legal medications that are commonly used for the elderly and what they are prescribed for.Reword your research and state your source(s) in APA style at the bottom of the slide.Slide 16Title: Medications that are Illegal Bullets 1 ? 4: Describe the effects of 4 illegal medications/drugs that are commonly used for any age group and explain why you think people of that age group take those medications/drugs. Slide 17Title: Medical Interventions Bullets 1 ? 4: Describe what the medical intervention would be if a person had an adverse reaction to one of the medications in slide 16.State your source in APA style at the bottom of the slide.Slide 18Title: Global Issues of Aging Bullet 1: Select a culture in another country and identify what culture and country you selected.Bullets 2-4: Reword reputable research and identify 3 global issues of aging for that culture and country.State your source in APA style at the bottom of the slide.Slide 19Title: Cultural Issues in the U.S.Identify what you think 4 cultural diversity issues are in the U.S. and explain why you think they are issues. Slide 20Title: Summary of Exam Bullets 1-4: What are 4 helpful insights that you have learned from doing this Power Point exam?Slide 21Take a selfie of your face with either your CCBC ID or driver?s license below your chin. COVER ANY PERSONAL INFORMATION WITH ONE OF YOUR FINGERS BUT MAKE SURE YOUR NAME AND PICTURE IS VISABLE. Save the picture on your cell phone as a small size and insert the picture below. Not posting the picture below will result in a 20-point deduction.
GCU Community Health Nurses Role Discussion
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.Example 1 melena: A community health nurse’s role is to promote, preserve, and protect the health of the public. This is vital in geographic locations where healthcare services are not easily assessable (Green, 2018). Some institutions and organizations that are in partnership with stakeholders to promote health are the Nurse-Family Partnership and American Red Cross, Women, Infants, and Children, or WIC (Silva, 2022). Community health nurses can help the community by providing education to prevent teen pregnancy, obesity, poor nutrition, smoking, sexually transmitted diseases and infections, and substance abuse. They evaluate the delivery of patient care services and wellness projects in each community. They institute health and wellness programs and research to improve healthcare. This can help individuals in the community to maintain healthy lifestyles and lower their risks of illness and hospitalization (NSU, 2021).Green, S. (2018). Community & Public Health: The Future of Health Care. Grand Canyon University. Northeastern State University. (2021). The Nurse?s Role in Community Health. NSU. Silva, C. (2022). The vital role of Community Health Nursing. Herzing University. example 2 alanna : Community health nurses have an important role in partnership with community stakeholders for population health promotion. It is crucial for nurses to understand differences in spiritual beliefs, ethnicity, culture, and socioeconomic conditions, (Green, 2018). This is because they have a role in creating models that can help promote the health of the community. It is important to appraise community resources as part of a community assessment because it not only aids in understanding the importance of them but also what is needed in order to further the agenda of health promotion. It assesses what interventions need to take place that will have the greatest impact. The information that is gathered during these community assessments can be used to assist in the creation of policies and models that will further promote health promotion of the population. The American Public Health Association helps to advocate for the health and the public and the importance of taking action within your community, (APHA, 2022). If these assessments are not done then it is hard to see how effective current practices are and how they can further be improved in a constantly changing industry. ReferencesAmerican Public Health Association (APHA). (2022). Advocacy for Public Health. Green, S. (2018). Community & Public Health: The Future of Health Care. Grand Canyon University.
a horizontal and vertical analysis of Starbucks
For this assignment, due in Module Four, you will submit both a horizontal and vertical analysis of Starbucks? accounts receivable, fixed assets, and debt financing. Use basic financial analysis to examine any horizontal and any vertical changes in Starbucks? accounts receivable, fixed assets, and debt financing balances over time. Be sure also to discuss how Starbucks? methods for accounting for receivables and evaluating uncollectible receivables, purchase of fixed assets, and methods of debt financing impact the recording process and presentation of financial statements (Critical Element II). In other words, what are this company?s methods for accounting for receivables and evaluating uncollectible receivables? What types of fixed assets are acquired, and what methods are preferred for debt financing? How do those affect how financial information is communicated? Specifically, the following critical elements must be addressed: II. Horizontal and Vertical Analysis: In this section, you will conduct horizontal and vertical analyses for the balance sheet and income statement accounts and report any significant observations for a two-year period. You should include a table of your calculations as an appendix to your analysis. Include all calculations in an Excel document. Specifically discuss the following categories: A. Accounts Receivable: 1. Use basic financial analysis to examine any horizontal changes in Starbucks? accounts receivable balances over time. 2. Use basic financial analysis to examine any vertical changes in Starbucks? accounts receivable balances over time. 3. Analyze how Starbucks? methods for accounting for receivables and evaluating uncollectible receivables impact the recording process and presentation of financial statements. In other words, what are this company?s methods for accounting for receivables and evaluating unco llectible receivables, and how do those affect how financial information is communicated? B. Asset Acquisition, Depreciation, and Amortization: 1. Use basic financial analysis to examine any horizontal changes in Starbucks? fixed assets, intangible assets, depreciation, and amortization over time. 2. Use basic financial analysis to examine any vertical changes in Starbucks? fixed assets, intangible assets, depreciation, and amortization over time. 3. Analyze Starbucks? methods for fixed asset and intangible asset acquisitions as well as depreciation and amortization, including asset categorization. How do these methods affect the balance sheet, income statement, and statement of cash flows? C. Debt Financing 1. Use basic financial analysis to examine any horizontal changes in Starbucks? short- and long-term debt over time. 2. Use basic financial analysis to examine any vertical changes in Starbucks? short- and long-term debt over time. 3. Analyze Starbucks? method of debt financing. In your analysis, you should address both current and long-term liabilities, including the issuance of bonds.
Csu class option #1: selecting metrics for a home renovation project
Since metrics keep stakeholders in tune to the health of a project, metrics must be a clear and truthful representation of project status. Consider this scenario.
You are the project manager of a company that does home remodeling and you have just been given a major remodeling project which will update the electrical and heat and air systems, kitchen, and the single bathroom of a house built in 1930. Your project also adds another bedroom with a master suite. The client has authorized a budget of $95,000 and wants the house ready for Thanksgiving, which is six months away.
Your general contractor (GC) has called you in to discuss the project and asks you to put together a set of metrics that will communicate the project status to her, to the homeowners, the building trade groups, and any other stakeholders. Your GC has asked to meet again in three days with your recommendation which you must be able to defend.
Prepare your metrics of project health and be ready to defend the following:
how many metrics you will use and why that is the ?right? number,
what the metrics are that you have chosen and why,
explain that you will use both quantitative and qualitative metrics what they are and why,
explain how and when you?ll get the data,
what metrics will allow you to find mistakes early enough in the project for correction, and,
explain which metrics will improve client satisfaction.
Remember that metrics must have a purpose, have a baseline and target, a way to measure, a way to appropriately interpret them and a reporting structure. Be ready to defend your choices relative to those things too. You will present your ideas in a formal paper for the purposes of this class.
Paper Requirements:
Be sure to properly organize your writing and include an introductory paragraph, headings/subheadings for the body of your work, discussion recommendations, and a conclusion.
Format your entire paper in accordance with the CSU-Global Guide to Writing and APA (Links to an external site.).
Your paper should be at least five pages. The page count does not include the required title page and reference page, nor does the page count include any supplemental pages, should you use them, such as appendices.
Prepare your work using at least one of this week?s required readings and one outside reference (a peer-reviewed scholarly article published in the past five years). The CSU-Global Library (Links to an external site.) is a good place to find these resources. The Library offers this Project Management Resource Guide (Links to an external site.) to assist you with research and writing.
10 Multiple Choice Calculus
The graph of f ‘(x) is continuous, positive, and has a relative maximum at x = 0. Which of the following statements must be true? (5 points)The graph of f is always concave down.The graph of f is always increasing.The graph of f has a relative maximum at x = 0. The graph of f has a relative minimum at x = 0.Below is the graph of f ‘(x), the derivative of f(x), and has x-intercepts at x = -3, x = 1, and x = 2 and a relative maximum at x = -1.5 and a relative minimum at x = 1.5. Which of the following statement is false? (5 points)f is concave up from x = -1.5 to x = 1.5.f has an inflection point at x = 1.5.f has a relative minimum at x = 2.All of these are false.The graph of y = f ‘(x), the derivative of f(x), is shown below. List the intervals where the graph of f is concave down. (5 points)(-4, -2) U (2, 4)(-2, 2)(-4, 0)(0, 4)Which of the following functions grows the fastest as x grows without bound? (5 points)f(x) = exg(x) = ecosxh(x) = They all grow at the same rate.Compare the growth rate of the functions f(x) = x3 + 1 and g(x) = x2 . (5 points)f(x) grows faster than g(x).g(x) grows faster than f(x).f(x) and g(x) grow at the same rate.It cannot be determined.f is a function that is differentiable for all reals. The value of f ‘(x) is given for several values of x in the table below. x-8-3038f ‘(x)-4-2045If f ‘(x) is always increasing, which statement about f(x) must be true? (5 points)f(x) passes through the origin.f(x) is concave downwards for all x.f(x) has a relative minimum at x = 0.f(x) has a point of inflection at x = 0.f is a differentiable function on the interval [0, 1] and g(x) = f(2x). The table below gives values of f ‘(x). What is the value of g ‘(0.1)? (5 points) x0.10.20.30.40.5f ‘(x)123-45Cannot be determinedUse the graph of f(t) = 2t + 2 on the interval [-1, 4] to write the function F(x), where . (5 points)F(x) = x2 + 3xF(x) = x2 + 2x – 12F(x) = x2 + 2x – 3F(x) = x2 + 4x – 8The velocity of a particle moving along the x-axis is v(t) = t2 + 2t + 1, with t measured in minutes and v(t) measured in feet per minute. To the nearest foot find the total distance travelled by the particle from t = 0 to t = 2 minutes. (5 points) Find the range of the function . (5 points)[-6, 6][0, 6][0, 9?][0, 18?]
arizona university narrative
PurposeThis assignment is intended to help you learn to do the following:For this first major assignment, you will compose a double-spaced 2-4 page literacy narrative. A literacy narrative tells a compelling story of the author?s journey to become the reader, writer, and/or thinker that they are. In this short essay, you won?t be able to tell that whole story, so instead you should consider focusing your narrative on some particular memory, experience, or mentor that, once described, will shed meaningful light on your past experience and present identity.In the first two modules of the course, you will work with your class to identify the conventions that distinguish literacy narratives as a genre and the rhetorical strategies that move readers when such stories are told. You should draw on this knowledge as you draft your own literacy narrative.Literacy NarrativeLiteracy NarrativeThis criterion is linked to a Learning OutcomeReasoningProficientThe literacy narrative tells a developed, appropriately focused story that sheds meaningful light on the student as a reader, writer, and thinker.AcceptableThe literacy narrative tells a mostly developed and focused story that sheds meaningful light on the student as a reader, writer, and thinker.UnacceptableThe literacy narrative tells a story that is not appropriately developed or focused. Little significant light is shed on the student as a reader, writer, and thinker.35 ptsThis criterion is linked to a Learning OutcomeGenre ConventionsProficientThe literacy narrative elegantly and inventively draws on the major conventions of the genre, including but not limited to description, a thoughtful plot arc, and dialogue.AcceptableThe literacy narrative effectively draws on the major conventions of the genre, including but not limited to description, a thoughtful plot arc, and dialogue.UnacceptableThe literacy narrative does not or only modestly draws on the major conventions of the genre, including but not limited to description, a thoughtful plot arc, and dialogue.15 ptsThis criterion is linked to a Learning OutcomeReader EngagementProficientThe literacy narrative demonstrates that the writer has thought carefully about the audience?s needs, expectations, and values. Content is organized and arranged in a reader-friendly way.AcceptableThe literacy narrative demonstrates that the writer has thought about the audience?s needs, expectations, and values. Content is mostly organized and arranged in a reader-friendly way.UnacceptableThe literacy narrative does not demonstrate that the writer has thought about the audience?s needs, expectations, and values. In general, content is not organized and arranged in a reader-friendly way.15 ptsThis criterion is linked to a Learning OutcomeStyleProficientProse is clear, cogent, and correct. There are no major errors that affect meaning.AcceptableProse is mostly clear, cogent, and correct. There are some minor errors, but these generally do not affect meaning.UnacceptableIn general, prose is not clear, cogent, and correct. There are many errors, several of which affect meaning in a substantial way.10 ptsTotal Points: 7
AIM ONLY TO DO PART c ?Part C ? Case Analysis
Part C ? Case Analysis – (This is worth 50% of the test score.)The company operates about 700 convenience stores. A sales assistant at one of the company?s stores was murdered while on duty. The murder was widely publicized, and employees complained of inadequate security measures. As a result of the murder, 15 sales assistants telephoned the union requesting a union organization effort. The union sent representatives to 60 stores in the area where the murder had occurred and left union authorization cards. Two days later the company notified the union that an injunction had been issued during a prior union campaign prohibiting solicitation on company property. The next workday, the company had a meeting with the store managers in the area and talked abo ut the need to improve security. The company officials also discussed the union?s organization activities and reminded the managers of the ?no solicitation? policy and stated that a union would not necessarily do the employees any good. Later that week, the company had an unprecedented meeting for all sales assistants. Approximately 200 sales assistants attended and were paid for their time. The company officials told the employees that they did not need a union and that the employees from the union could retrieve their authorization cards. The employees were asked to voice their complaints and the employees listed the following: getting less than 40 hours work per week; not having breaks; not being paid for overtime work; working alone at night; and poor lighting at the stores. The next day the company sent a memo to all regional personnel directing that sales assistants should work a 40-hour workweek; canopy lights were installed at all the stores; a policy was adopted that no one would be required to work alone at night; and sales assistants began receiving wages for after-hours overtime work. The company posted ?no solicitation? signs in all stores and directed that those signs be enforced; if the employees did not enforce the signs, they would lose their jobs. Later that month the company held further meetings with sales assistants, who again were paid for their time. They asked to select committee representatives to meet with management to discuss their complaints. Management officials left the room while the employees selected their representatives. The company made a list of the ten most frequently mentioned items from the employees? recommended subjects for the committee to discuss. Meanwhile, the union filed a representation petition with the NLRB seeking an election in a unit of all Summitt, Ohio sales assistants. The company president told the managers to tell the sales assistants that if they joined the union, the company would close those stores. The first meeting of the Employee Management Committee was held and the ten priority items were listed, granting employees a new vacation policy, improved health-care benefits, sick days, change in holiday hours for pay, recognition of seniority ranks, and improved security systems. Not long after that, the company sent an additional memo around announcing other improvements in life, major medical, and accident insurance plans, in addition to death and family benefits and a revised disciplinary appeal system. The union wants to file a complaint with the NLRB. What ?unfair labor practice? claim(s) could it make? For each one, what defense would the company give? Use the specific terms and concepts covered in this course to support your analysis. Please limit your response to a maximum of two and a half concisely written, double-spaced pages.The basic outline for your answer will be:IntroductionDefinition of an unfair labor practiceAnalysis:Unfair labor practice claim(s)Union?s position for eachCompany?s position for each(Add as many rows as needed)SummaryReference(s)The chart is a tool to help you focus your thinking and to be sure that you provide both sides? perspectives for each ULP. Your answer can be presented in it or via paragraphs. You are not required to incorporate the chart in your answer. Choose the method that explains your analysis clearly. NOTE: Please re-read the instructions to be sure you?ve done everything that is needed.
