5?6 errors or exceptions or the paper is less than 5 pages or greater

ÿ
Purpose
The purpose of this assignment is to provide the student with an opportunity to explore the nurse practitioner (NP) practice requirements in his/her state of practice, NP competencies and leadership skills to develop a plan to support professional development.
Requirements:

The?APN Professional Development Planÿpaper?is worth 200 points and will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use the APA Academic Writer and Grammarly tools when creating your assignment.
Follow the directions below and the grading criteria located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty.
The length of the paper should be 6 pages, excluding title page and reference page(s).
Support ideas with a minimum of 3 scholarly resources. Scholarly resources do not include your textbook. You may need to use more than 3 scholarly resources to fully support your ideas.
You may use first person voice when discussing information specific to your personal practice or skills.
Current edition APA format is required with both a title page and reference page(s). Use the following as Level 1 headings to denote the sections of your paper (Level 1 headings use upper- and lower-case letters and are bold and centered):

APN Professional Development Plan (This is the paper introduction. In APA format, a restatement of the paper title, centered and not bold serves as the heading of the introduction section)
APN Scope of Practice
Nurse Practitioner (NONPF) Core Competencies
Leadership Skills
Conclusion

Directions:

Introduction: Provide an overview of what will be covered in the paper. Introduction should include general statements on scope of practice, competencies, and leadership, and identification of the purpose of the paper.
APN Scope of Practice: Research the Nurse Practice Act and APN scope of practice guidelines for the state in which you intend to practice after graduation. Describe the educational, licensure, and regulatory requirements for that state in your own words. Identify whether your state allows full, limited, or restricted NP practice. Discuss NP prescriptive authority in your state. Provide support from at least one scholarly source. Source may be the regulatory body that governs nursing practice in your state.
Nurse Practitioner (NONPF) Core Competencies: Review the NONPF Core Competencies. Describe two competency areas you believe to be personal strengths and two competency areas in which you have opportunities for growth. Discuss two scholarly activities you could do during the master?s program to help yourself achieve NP competencies. Provide support from at least one scholarly source. Source may be NONPF Core Competencies document provided via the link in the week 2 readings.
Leadership Skills: Analyze three leadership skills required to lead as an NP within complex systems. Describe two strategies you could use to help you develop NP leadership skills. Provide support from at least one scholarly source. Textbooks are not considered scholarly sources.
Conclusion: Provide a conclusion, including a brief summary of what you discussed in the paper.

ASSIGNMENTÿCONTENT
Category
Points
%
Description
Introduction
16
8%
Provides an overview of what will be covered in the paper. Introduction should include:

general statements on scope of practice.
general statements on NP competencies.
general statements on leadership.
identification of the purpose of the paper.

APN Scope of Practice
72
36%

Identify the intended state of practice after graduation.
Describe the educational, licensure, and regulatory requirements for state.
Identify whether the state allows full, limited, or restricted NP practice.
Discuss NP prescriptive authority in the state.

Provides support from at least one scholarly source. Source may be the regulatory body that governs nursing practice in the state.
Nurse Practitioner (NONPF) Core Competencies
38
19%

Describe two competency areas believed to be student?s personal strengths.
Describes two competency areas in which student has opportunities for growth.
Discuss two scholarly activities to do during the master?s program to help student achieve NP competencies.

Provide support from at least one scholarly source. Source may be NONPF Core Competencies document provided via the link in the week 2 readings.
Leadership Skills
38
19%

Analyze three leadership skills required to lead as an NP within complex systems.
Describe two strategies student could use to help develop NP leadership skills.

Provide support from at least one scholarly source.
Conclusion
16
8%
Provide a conclusion, including a brief summary of what was discussed in the paper.
180
90%
Total CONTENT Points=ÿ180ÿpoints
ASSIGNMENTÿFORMAT
Category
Points
%
Description
APA Formatting
10
5%
Formatting follows current edition APA Manual guidelines for

title page
running head
body of paper (including citations and headings)
reference page

Writing Mechanics
10
5%
Writing mechanics follow the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual. The length of the paper is at least 5 pages but no more than 8 pages.
20
10%
Total FORMAT Points=ÿ20ÿpoints
200
100%
ASSIGNMENT TOTAL=200ÿpoints
Rubric
NR500NP Wk4_APN Prof Dev Plan_SEPT19
NR500NP Wk4_APN Prof Dev Plan_SEPT19
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeIntroductionProvides an overview of what will be covered in the paper. Introduction should include:1) general statements on scope of practice2) general statements on NP competencies3) general statements on leadership4) identification of the purpose of the paper
16.0ÿpts
Excellent
Presentation of information is comprehensive and includes all four requirements.
15.0ÿpts
V. Good
Presentation of information is superficial and includes all four requirements.
13.0ÿpts
Satisfactory
Presentation of information includes three requirements.
8.0ÿpts
Needs Improvement
Presentation of information includes two requirements.
0.0ÿpts
Unsatisfactory
No introduction provided or introduction addresses fewer than two requirements.
16.0ÿpts
This criterion is linked to a Learning OutcomeAPN Scope of Practice1) Identifies the intended state of practice after graduation2) Describes the educational, licensure, and regulatory requirements for state3) Identifies whether the state allows full, limited, or restricted NP practice4) Discusses NP prescriptive authority in the state
Provides support from at least one scholarly source. Source may be the regulatory body that governs nursing practice in the state.
72.0ÿpts
Excellent
Presentation of information is comprehensive and includes all four requirements AND Provides support from scholarly source or regulatory body.
66.0ÿpts
V. Good
Presentation of information is superficial in places and includes all four requirements AND Provides support from scholarly source or regulatory body.
60.0ÿpts
Satisfactory
Presentation of information includes three requirements AND Provides support from scholarly source or regulatory body.
36.0ÿpts
Needs Improvement
Presentation of information includes at least three requirements but does not provide support from scholarly source or regulatory body.
0.0ÿpts
Unsatisfactory
Presentation includes two or fewer requirements with or without scholarly sources.
72.0ÿpts
This criterion is linked to a Learning OutcomeNurse Practitioner (NONPF) Core Competencies1) Describes two competency areas believed to be student?s personal strengths.2) Describes two competency areas in which student has opportunities for growth3) Discusses two scholarly activities to do during the master?s program to help student achieve NP competencies.Provides support from at least one scholarly source. Source may be NONPF Core Competencies document provided via the link in the week 2 readings.
38.0ÿpts
Excellent
Presentation of information is comprehensive and includes all three requirements AND Provides support from at least one scholarly source.
35.0ÿpts
V. Good
Presentation of information is superficial in places and includes all three requirements AND Provides support from at least one scholarly source.
32.0ÿpts
Satisfactory
Presentation of information is minimal and includes three requirements AND Provides support from at least one scholarly source.
19.0ÿpts
Needs Improvement
Presentation of information includes at least two requirements AND/OR Provides support from at least one source but source is not scholarly.
0.0ÿpts
Unsatisfactory
Presentation includes one or fewer requirements with or without scholarly source.
38.0ÿpts
This criterion is linked to a Learning OutcomeLeadership Skills1) Analyzes three leadership skills required to lead as an NP within complex systems2) Describes two strategies student could use to help develop NP leadership skills.Provides support from at least one scholarly source.
38.0ÿpts
Excellent
Presentation of information is comprehensive and includes both requirements AND Provides support from at least one scholarly source.
35.0ÿpts
V. Good
Presentation of information is superficial and includes both requirements AND Provides support from at least one scholarly source.
32.0ÿpts
Satisfactory
Presentation of information is minimal and includes both requirements AND Provides support from at least one scholarly source.
19.0ÿpts
Needs Improvement
Presentation of information is missing one requirement AND/OR Provides support from at least one source but source is not scholarly.
0.0ÿpts
Unsatisfactory
Leadership skills not discussed OR no resource support provided.
38.0ÿpts
This criterion is linked to a Learning OutcomeConclusionProvides a conclusion, including a brief summary of what was discussed in the paper.
16.0ÿpts
Excellent
Provides a conclusion, including a brief summary of what was discussed in the paper.
15.0ÿpts
V. Good
Conclusion superficial in places, provides a brief summary of what was discussed in the paper.
13.0ÿpts
Satisfactory
Conclusion provides a partial summary of what was discussed in the paper.
8.0ÿpts
Needs Improvement
Conclusion minimal, does not provide a summary of what was discussed in the paper.
0.0ÿpts
Unsatisfactory
No Conclusion provided.
16.0ÿpts
This criterion is linked to a Learning OutcomeAPA FormattingFormatting follows current edition APA Manual guidelines for? title page? running head? body of paper (including citations and headings)? reference pageOne deduction for each type of APA format error.
10.0ÿpts
Excellent
0 to 1 APA error is present
9.0ÿpts
V. Good
2?3 APA errors are present
8.0ÿpts
Satisfactory
4?5 APA errors are present
5.0ÿpts
Needs Improvement
6?7 APA errors are present
0.0ÿpts
Unsatisfactory
8 or more APA errors are present
10.0ÿpts
This criterion is linked to a Learning OutcomeWriting MechanicsWriting mechanics Follow the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual
10.0ÿpts
Excellent
1?2 errors or exceptions
9.0ÿpts
V. Good
3?4 errors or exceptions
8.0ÿpts
Satisfactory
5?6 errors or exceptions OR the paper is less than 5 pages or greater than 8 pages
5.0ÿpts
Needs Improvement
7?8 errors or exceptions
0.0ÿpts
Unsatisfactory
9 or more errors or exceptions
10.0ÿpts
This criterion is linked to a Learning OutcomeLate penalty deductionsStudents are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

MHA 543 Please do not plagiarize

Please, read carefully each topic and answer the topic individually with no plagiarism or from other sources such as course hero, etc. Include a citation of the article in your assignment. (WITHOUT AN ACCURATE LINK, YOU WILL GET an automatic 10% deduction Topic 1Write a 175- to 265-word response to the following:What are the variables that influence an employee’s decision to leave or stay at an organization? (Hint: It’s not just money.)Include 2 citations in APA format. Topic 2 Assignment ContentWrite a 350- to 525-word article that evaluates the cost of the health care workforce. Your article should:Identify three key drivers of labor costs within a specific health care service, facility, or other health sector-related occupation (e.g., labor supply, productivity improvement, technology, or personnel benefit design)Evaluate current industry solutions or remediation activities to address the identified labor costsPredict future changes (e.g., policy, funding, or public support) that might exacerbate or accelerate the solutionsCite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).Format your assignment according to APA guidelines.Topic 3Write a 175- to 265-word response to the following:Is pursuit of a single-payer system the solution to workforce challenges? Why or why not?What challenges have occurred to health care workers in countries that have adopted a single-payer system?Would similar challenges occur in the United States? Why or why not?Include2 citation of your article in your assignment.Topic 4Assignment ContentCreate a 10-minute, 5- to 7-slide speaker notes (plenty argument on each slides) presentation using either Microsoft? PowerPoint? or websites like Google Slides?, Adobe? Slate, or Prezi that evaluates the development of artificial intelligence (AI) and wearable tech and how it is most likely to affect the workforce in a specific health care service, facility, or other health care sector-related occupations. YOUR PRESENTATION SHOULD FOCUS ON THE IMPACT ON THE WORKFORCE. What changes when you introduce AI? Skill level, training, ratios, etc. Make sure you include all the necessary information. Cite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).Include a citation of the article in your assignment. (WITHOUT AN ACCURATE LINK, YOU WILL GET an automatic 10% deduction – please see announcement from start of class)(CITE THE REFERENCES IN THE SLIDES) Format your assignment according to APA guidelines.Topic 5Assignment ContentSelect a specific health care service, facility, or other health care sector-related occupation. Identify and evaluate external influences that are positively and negatively affecting workforce needs in health care delivery.Create a 3- to 4-page recruitment strategy that outlines the tactics you would use and the information you would disseminate to attract talented team members.Cite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).Include a citation of the article in your assignment. (WITHOUT AN ACCURATE LINK, YOU WILL GET an automatic 10% deduction – please see announcement from start of class)Format your assignment according to APA guidelines.Topic 6Write a 175- to 265-word response to the following:What prevents health care from having the same customer satisfaction as Amazon?What prevents health care employees from having the same satisfaction as Google employees?What are the leadership skills or attributes necessary to accomplish these objectives?Include 2 citation of your article in your assignment.Topic 7Assignment ContentIdentify industries outside of health care that have deployed innovative management techniques, operational practices, or technology to improve their workforce. Identify best practices and determine which could be implemented to improve the workforce for a specific health care service, facility, or other health sector-related occupation.Write a 350- to 525-word article that explains how a specific management technique, operational practice, or technology can be used to improve a specific health care workforce.Publish the article on your own social media account (e.g., LinkedIn, Facebook, Pinterest, etc.) or post it on a health care message board of your choice.Include a citation of the article in your assignment. (WITHOUT AN ACCURATE LINK, YOU WILL GET an automatic 10% deduction – please see announcement from start of class)Cite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).Format your assignment according to APA guidelines.Please do not plagiarize and use valid citations.

1. assume that virginia enacted a law prohibiting, until further

1. Assume that Virginia enacted a law prohibiting, until further notice, all grocery stores in Virginia from selling all powdered spices manufactured in, or shipped from, Maryland. This law was enacted because it was discovered that the spices recently manufactured in Maryland were infected with bacteria. Determine the constitutionality of the Maryland statute. The statute is:A. Unconstitutional; it violates grocery store owners’ substantive and procedural due process rights under the 5th and 14th Amendments because they are private businesses.B. Unconstitutional; the statute imposes an undue burden on interstate commerce.C. Constitutional; it is a valid exercise of Maryland’s police power.D. Constitutional; the statute involves the sale of goods which is valid under UCC rules, thus, the state constitution does not apply.2. Dan went to Doctor to have an x-ray. Dan did not sign a written contract, and Dan and Doctor did not make an oral agreement regarding the x-ray. When Doctor billed Dan $500 for the x-ray, Dan refused to pay. Doctor sued Dan to recover the $500. Which of the following is true about Doctor’s lawsuit?A. Doctor can recover under the quasi-contract theory of promissory estoppel.B. Doctor can recover under an implied contract theory.C. Doctor cannot recover because there was no express contract.D. Doctor cannot recover because Dan did not give consideration for the bargain.3. Sam orally agreed to sell Jamie some land for $500,000. Jamie paid Sam the $500,000; Sam gave Jamie the deed to the land. Jamie took possession of the land and began building a cabin on it. One month later, Sam tried to retake possession of the land by arguing that the contract for the sale was invalid because it was oral, not written. Sam sued Jamie to invalidate the contract and retake the land.The court will likely conclude that Sam will:A. Win; the sale exceeded $500 so the contract must be written to be valid under the Statute of Frauds.B. Win; all land sales contracts must be written.C. Lose; because the contract was fully executed Sam cannot rescind the contract.D. Lose; because Jamie had begun building a cabin on the property, Sam cannot rescind the contract.4. Roxy, while driving through Wyoming to her home in Montana, accidentally lost control of her car and drove it through a window into a store owned by Colt. Colt sued Roxy in a Wyoming court for damages to his store.Will the Wyoming court likely be able to exercise jurisdiction over Roxy?A. No, because Wyoming has no in personam (personal) jurisdiction over Roxy, and cannot exercise its long arm statute only in cases involving automobile accidents.B. No, because Wyoming has no in personam jurisdiction over Roxy, and cannot justify minimum contacts in this case.C. Yes, Wyoming can exercise jurisdiction in this case because there is a federal question involved due to the diversity of citizenship between the parties.D. Yes, because Wyoming can assert in personam jurisdiction over Roxy under the minimum contacts test.5. Assume a salesperson intentionally made one of the following statements – knowing that the statement was false – to a customer considering a purchase. Which statement could create liability for fraudulent misrepresentation if the customer made the purchase?A. “In my opinion, this car is in flawless mechanical condition.”B. “This crane will probably lift about 10,000 pounds.”C. “This car is a real gem.”D. “This is an original painting by the artist, Pablo Picasso.”6. Kim carelessly parked her car on a steep hill, leaving the car in neutral and failing to engage the parking brake. The car rolled down the hill and knocked down an electric line. The sparks from the broken line ignited a grass fire that spread to a barn several yards away. The roof of the burning barn fell and damaged a passing car owned by Ray. Can Ray likely recover damages from Kim under ordinary negligence?A. Yes, because Kim was negligent in parking the car.B. Yes, because Kim set in motion the chain of events that resulted in damage to Ray’s car, even though Kim did not directly hit the car.C. No, because of the unforeseeable intervening force doctrine.D. No, regardless of Kim’s negligence in parking the car as her negligence was not the proximate cause of the accident and harm that occurred to Ray.7. Lee sued Don in negligence. Lee’s losses total $100,000. Under a contributory negligence system, if Lee is found to be contributorily negligent for her own injuries, what damages will Lee like recover from Don?A. None.B. $100,000.C. $100,000, less the percentage of fault (e.g., 20%, 60%, etc.) for which Li was responsible.D. $100,000, less the percentage of fault for which Li was responsible, so long as Li was not more than 50% responsible for the injuries.8. X and Y agreed that X would sell Y his small business, including the land on which the business was situated, for $500,000. Both X and Y knew at the time the contract was formed that the business was actually worth $800,000. Is this a valid, enforceable contract?A. Yes, provided the contract was in writing, in accordance with the Statute of Frauds and the parties freely consented.B. Yes, provided the contract was in accordance with state statutory law that permits real estate sales for 40% or more below market value.C. No, because $500,000 is not valid consideration for a business worth $800,000.D. No, because X has no pre-existing legal duty to sell his business.9. Ralph, a 16-year old minor, is manager for the high school football team. Ralph signed a contract to purchase alcoholic beverages from Liquormart, Inc. for the team party. This contract is:A. Void as a matter of law because it is illegal to sell alcohol to minors by state law.B. Void only if Ralph misrepresented his age and told Liquormart he was an adult.C. Valid and enforceable, but Ralph has the right to disaffirm because he is a minor.D. Valid and enforceable, if Liquormart knew that Ralph was a minor.10. Reg offered to sell his motorcycle to Thelma for $8,000. Thelma replied, “Your price is too high. I will purchase your motorcycle for $7,000”. Reg agreed and they committed their agreement to writing. This transaction can be characterized as:A. An enforceable contract because Reg’s acceptance of Thelma’s offer was a clearly communicated acceptance.B. An enforceable contract because Thelma’s counteroffer was less than Reg’s original offerC. An unenforceable contract because Thelma’s offer was not the mirror image of Reg’s original offer as is required under common law contract rules.D. An unenforceable contract unless either Reg or Thelma is a merchant, as defined by the UCC, because sale of personal property contracts are valid only if one of the parties to the contract is a merchant.11. Someone who recovers damages for breach of contract typically can recover:A. Only those compensatory damages/losses that can be proven with reasonable certainty.B. For all consequences of the breach, e.g., pain and suffering, whether or not the damages are foreseeable.C. Only for foreseeable damages.D. Punitive damages.12. Ed and Nora signed a contract that included a statement, “No evidence of oral negotiations may be used to change the terms of this contractual writing.” Later Ed sued Nora for a breach of contract. In court, Nora testified that she did not breach their agreement because, after signing the written contract, she and Ed orally agreed to change the contract terms. Nora’s testimony will:A. Be admitted by the court as evidence that Nora did not breach the contract.B. Be admitted as a valid exception under the Parol Evidence Rule.C. Be admitted if Nora is a minor because the Parol Evidence Rule does not apply to contracts with minors.D. Not be admitted under the Parol Evidence Rule.13. A city ordinance permits street vendors to operate only within certain commercial areas of the city to prevent dangerous traffic congestion. The street vendors sued the city claiming that the restrictions were a violation of their equal protection rights as other businesses are not restricted to operating only in certain commercial areas within the city.How would you classify the ordinance?A. Constitutional; because the city has a justifiable purpose in enacting the ordinance, it does not violate the equal protection rights of street vendors.B. Constitutional; because street vendors are private businesses, they are not protected by the equal protection clause of the 14th Amendment.C. Unconstitutional; the ordinance unduly discriminates against street vendors as compared to other business owners and thus, violates the vendors’ equal protection rights.D. Unconstitutional; privately owned vendors, unlike public businesses, have a constitutional right to conduct business in any commercial area of their choice.Part 2 of 4 – Part 2: Two Multiple-Choice Questions Based on the Same ScenarioAnswer the next two questions regarding the following scenario:Scenario: Jones, a resident of Arizona, booked reservations for a vacation at World Hotels, Inc. in Cabo Mar, Mexico. World Hotels is an international hotel chain incorporated in Delaware with hotels in North and South America; World Hotels has no hotels in Arizona but does advertise and book reservations for all its hotels over the internet, in any state. World Hotels has booked reservations in the past with residents of Arizona.While a guest in the hotel in Cabo Mar, Jones was walking across the hotel lobby, and slipped and fell on the wet marble floor that had been just washed by the maintenance staff. The staff had placed a “wet floor” sign on the lobby floor on the side wall of the lobby.Jones was taken to the nearest Mexican hospital where surgery was necessary to place a pin in his broken leg. Anxious to return home and see his regular doctor, Jones flew out of Mexico shortly after the surgery. He required two plane seats and an ambulance to meet him at various airports. His health insurance would not cover his hospital stay in Mexico as it was located outside the U.S. When back in Arizona, Jones was unable to work for 8 weeks and required another surgery to remove the pin. He also required several weeks of physical therapy.14. Jones wants to sue World Hotels, Inc. for negligence for $450,000 to recover all his medical expenses in Mexico and the US; for $50,000 for the cost of the plane trip from Mexico to Arizona, the 2 plane seats and ambulance costs in various airports; $10,000 for 8 weeks of lost wages; and $50,000 for pain and suffering resulting from the injury. Can he sue in federal court?A. Yes, because federal court always has jurisdiction over citizens of different states.B. No, because federal court does not have jurisdiction in cases that do not involve federal laws.C. Yes, because the federal court may have jurisdiction over citizens of different states and the lawsuit involves damages greater than $75,000.D. No, because the federal court has no jurisdiction over an accident that occurred in Mexico.15. It would be easier for Jones to bring the lawsuit in Arizona state court, but he wonders if the court can get World Hotels to come to Arizona. Can the Arizona state court impose jurisdiction over World Hotels to bring the company to court in Arizona?A. No, because the subject of the lawsuit took place in a foreign country.B. No, because the corporation does not have sufficient minimum contacts with Arizona to allow the Arizona court to use the long arm statute to establish jurisdiction in Arizona.C. Yes, because the Jones is a resident of Arizona and he is the plaintiff in the lawsuit.D. Yes, because World Hotels has sufficient minimum contact with the state of Arizona to justify the court’s use of the long arm statute.16. Clarkson and Lee did not have a contract, but Clarkson completed extensive landscaping in Lee’s yard by mistake while Lee was away on vacation. Clarkson sent Lee a bill for the landscaping service but Lee refused to pay.Determine the likely result if Clark sues Lee to recover the costs of the landscaping.
17. Bob is at the Boston Biceps Bodybuilding Club riding an exercise bike. Bob wants to change the channel on the television that is mounted high on a nearby wall. He reaches for the remote control device and finds that another member has accidentally taken the remote control and left behind a cellular phone. Bob drags the exercise bike over to the television. He stands on the seat of the exercise bike in order to reach the television, but the seat post breaks and Bob falls to the floor. Bob is injured and cannot control his temper. He puts his entire 170 pounds into destroying the bike and throws it across the room against the wall, breaking off several pieces, with the handlebars landing on the running track. Half an hour later, another patron, Randy, trips over the handlebars as he is running on the track and is injured. Randy and Bob both sue the manufacturer and the health club under products liability for their injuries. Randy also wants to bring suits against Bob and the club for negligence. Discuss their cases.Randy v. Manufacturer (products liability) Bob v. Manufacturer (products liability)
Randy v. Bob (negligence) Randy v. Club (negligence)

Phed 1164 cardiovascular disease project

Cardiovascular Disease Project
Cardiovascular disease is the #1 cause of death in the United States. One reason is the lack of commitment to heart healthy lifestyle. Your lifestyle is not only your best defense against heart disease, it?s also your responsibility.
Follow the instructions below, then click the link above to submit the assignment.
Written Research Assignment:
Research and discuss the causes of cardiovascular disease and its relationship to diet and exercise. Compare and analyze your own personal wellness data (Portfolio Lab assignments) to determine your risk of the disease and form a conclusion as to what changes you can make to decrease your risk. Finally, share information with others in order to encourage healthy behaviors within the community.
Assignment Requirements
Written Paper with a minimum of 350 word in paragraph form
You must cite at least 3 credible sources in the text of your paper and in the bibliography at the end. Example: ?According to Joe Smith from the Mayo Clinic, individuals are at risk??, you would then cite the reference in the bibliography with complete source. You can use any style to cite the reference.
Typed
Click link above to submit paper
Assignment Topic
Research and discuss the causes of cardiovascular disease and its relationship to diet and exercise. Compare and analyze your own personal lifestyle choices (Portfolio Lab assignments) to determine your risk of the disease and form a conclusion as to what changes you can make to decrease your risk. Finally, share information with others in order to encourage healthy behaviors within the community. The following information will help you with the type of information that should be included. You are not limited to this, it will just give you a general idea of what I am looking for in the assignment.
Part #1- Research and discuss the causes of cardiovascular disease.
(Use at least 2 credible sources for Part #1- be sure to cite source IN THE TEXT and as a bibliography at end)
What are the causes?
Why is it a health concern?
What is the incidence of the disease/how many are affected?
Is it preventable?
What is the cost of the disease to the US?
Part #2- What is the relationship between cardiovascular disease and diet and exercise? (Use at least 1 credible source for Part #2- be sure to cite source IN THE TEXT and as bibliography at the end.)
What types of foods contribute to our risk?
Does physical activity help in prevention?
How does inactivity increase our risk?
Part #3- Compare and analyze your own personal lifestyle choices that contribute to YOUR risk of cardiovascular disease. Cite the lab assignments that you refer to. Example: ?According to my BMI lab assignment, I am at greater risk?? or, ?After reviewing my Nutritional Analysis Lab assignment, I realize??
What are the lifestyle choices you are making that increase your risk?
Look at data from the following assignments
BMI assignment
How Healthy is Your Lifestyle Survey
Fast Food nutrition
Nutritional Analysis
Food Color Chart assignment
Sugar assignment
Be sure to cite the source of this information. (Example: ?According to my Nutritional Analysis I do consume too much??)
Part #4- Form a conclusion as to what changes you can make in your own personal lifestyle choices in order to decrease risk.
Specifically what can you do to decrease your risk NOW.
How will those changes benefit your future health
Part #5 Civic Engagement and Social Responsibility
Hopefully your workouts have allowed you to experience the positive benefits of physical activity. It is now time to share that with others. Physically inactive individuals are at greater risk for cardiovascular disease. According to the Center for Disease Control, if every physically inactive person became active, we would save 77 billion in health care costs every year. Only 1 in 5 adults and 1 in 3 children get the recommended amount of physical activity.
Invite at least 2 people (adult or child) to participate in a workout with you. It can be your regular workout or you can do something different (ride bikes, take a free class at gym, try a new workout DVD etc.)
Reflect on this experience and include the following information:
Who did you invite to workout out with you and why did you choose that person?
What information did you share to encourage them to participate?
Did you notice a difference in the individual?s attitudes toward physical activity with regards to their age, ethnic background, or socioeconomic background?
Explain the possible implications on our nation if everyone who is active encouraged others to become active too.
What other ways could you encourage physical activity in adults and children?

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

response on discussion

Mallory Esther reminds us of Joseph from Genesis thanks to God when He chose a leader. Back in Genesis, Joseph was chosen by God to be the right hand of the Pharaoh in Egypt. “You will be in charge of my court, and all my people will take orders from you. Only I, sitting on my throne, will have a rank higher than yours” (Genesis 41:40). Esther, despite being Jewish, was favored by God to be the queen.  Then you have Mordecai. After Mordecai’s rival, Haman, was hung, Mordecai was placed into Haman’s old job as second in command to the king. Mordecai takes over second in command, also despite that he was Jewish. “Mordecai, the Jew, was second in rank to King Xerxes, preeminent among the Jews, and held high in high esteem by his many fellow Jews, because he worked for the good of his people and spoke up for the welfare of the Jews” (Esther 4:10). And finally, we have Daniel. Despite having a book that is composed of multiple genres and mixed languages, the message gets combined and soon it will be known that the 70 year exile is indeed not the beginning of the end of the days. Daniel, like Esther and Mordecai, is favored to become the “chief administrator” and to be in charge of ruling over the entire province of Babylon. “Then the king promoted Daniel and gave him many generous gifts. He made him ruler over the entire province of Babylon and the administrator over all the wise men of Babylon” (Daniel 2:48)Esther, Mordecai and Daniel are all chose to be second in command just as originally as Joseph was. All three, and including Joseph, were chosen to lead. They were chose to be placed in front of the people who needed help to believe that there was a king coming. They were placed as leaders to provide hope to everyone, including themselves, that there was a one true king coming, they just had to be patient and wait for Him.Benjamin COLLAPSEFirst off it is obvious that they are all involved exile and then rise among the ranks of command to be able to speak for the people. Esther was a young beautiful Jewish girl who was adopted by her uncle Mordecai and became queen because King Ahasuerus divorced his wife, Vashti. The reason he divorced Vashti was because during a gathering she disobeyed his instruction, which was ruled, by the king and is right hand man Haman, that they believed that the Almight King would agree to the same thing. Mordecai does not like Haman and will not look at him as a higher class because Haman is a descendant of Amalek. Haman is so mad he convinces King Ahasuerus to kill all Jews because of the hate for Mordecai. The king agrees, but after a couple of days remembers Mordecai saved his life and forgets that he was never celebrated for the good deed. Ahasuerus then asks Haman how to honor a man properly for such a good deed, thinking the king was talking about himself he said gifts. Finding out it was Mordecai made Haman mad, Esther explains to the king that Haman his trying to destroy her people so the king orders Haman to be hung. Mordecai is then raised to the king’s right hand man and Esther, who was adopted by her uncle Mordecai and was in exile, were picked by God to go to second in command to lead His people away from the seed of Amalek, just like Joseph. Daniel also starts off living in exile and rises his way to second in command, but also lives a lifestyle like Joseph and is able to see and interpret visions given by God while in exile. Like Joseph and the Pharaoh, Daniel is right hand man to King Nebuchadnezzar interpreting the visions that are had, but everyone still sins just like Jerusalem. After King Nebuchadnezzar, his son Belshazzar take the throne and Daniel warns him as well that God as numbered there days and that the kingdom he reigns over will be destroyed. Daniel is then serving King Darius which the people become jealous that he is favored and persuade the king to make a law that no one can pray to the Lord except for through the king. Daniel sticks to how he prays and for being caught is punished by getting thrown into a lion’s den. The story of Daniel and the Lion’s Den is one that is very memorable because of how powerful God is to save Daniel from the lions, which Darius sees and gets him out of the den the next morning believing that God is protecting him. Daniel is appointed by God and follows the laws given to Moses allowing him to rise amongst the ranks to lead God’s people to belief that He will come back for a day of judgment if people do not repent and believe. 

Precis on a provided text

The topic for this pr‚cis is Bertrand Russell?s ?The Value of Philosophy? in chapter one of your book and at the end of this assignment.InstructionsTitle of Selection: ?The Value of Philosophy?Sentence 1 (Who/What?)__________________in the ______________, _______________________________(Author?s Full Name)       (A-noun)       (Title of text)_________________, _______________, that ___________________________  (B-verb)(Point of Article/Book etc?)_________________________________________________________________Sentence 2 (How?)_______________ supports his/her ____________ by ______________________(Author?s Last Name) (B-noun) (C?verb / used as gerund)__________________________________________________________________________________________________________________________________Sentence 3 (Why?)The author?s purpose is to _____________________________________________(D-verb / used as infinitive)__________________________ in order to/so that _________________________________________________________________________________________Sentence 4 (To Whom?)The author writes in a _____________ style for___________________________(E?adjective)_________________________________________________________________(his/her audience, the readers of)and others interested in the topic of ___________________________________ .(The point of the essay etc?)Word Bank These are merely suggestions. Feel free to use other words.Section A(news/magazine/journal) articlebook review, editorial,first-hand report,personal orbiographical essay,biography,research reportSection Banalyzes/analysisargues/argument,asserts/assertion,discusses/discussion,focuses on/focusexplains/explanationSection Ccomparing / contrastingretelling, explaining,illustrating, defending,demonstrating,defining, describing,listing, arguing, showing,justifying, relating,reporting, noting,emphasizing, pointingout, highlighting the factSection Dargue,call attention to,deny,show,point out,provesuggest,inform,persuade,disclose,report,convinceSection E(register/language)formal, impersonalcasual, informal(tone)humorous,emotional,friendly,reasoned,logical,exaggerated,Chapter XV: ?The Value of Philosophy? from Bertrand Russell’s The Problems of PhilosophyHAVING now come to the end of our brief and very incomplete review of the problems of philosophy, it will be well to consider, in conclusion, what is the value of philosophy and why it ought to be studied. It is the more necessary to consider this question, in view of the fact that many men, under the influence of science or of practical affairs, are inclined to doubt whether philosophy is anything better than innocent but useless trifling, hair-splitting distinctions, and controversies on matters concerning which knowledge is impossible.This view of philosophy appears to result, partly from a wrong conception of the ends of life, partly from a wrong conception of the kind of goods which philosophy strives to achieve. Physical science, through the medium of inventions, is useful to innumerable people who are wholly ignorant of it; thus the study of physical science is to be recommended, not only, or primarily, because of the effect on the student, but rather because of the effect on mankind in general. This utility does not belong to philosophy. If the study of philosophy has any value at all for others than students of philosophy, it must be only indirectly, through its effects upon the lives of those who study it. It is in these effects, therefore, if anywhere, that the value of philosophy must be primarily sought.But further, if we are not to fail in our endeavor to determine the value of philosophy, we must first free our minds from the prejudices of what are wrongly called ‘practical’ men. The ‘practical’ man, as this word is often used, is one who recognizes only material needs, who realizes that men must have food for the body, but is oblivious of the necessity of providing food for the mind. If all men were well off, if poverty and disease had been reduced to their lowest possible point, there would still remain much to be done to produce a valuable society; and even in the existing world the goods of the mind are at least as important as the goods of the body. It is exclusively among the goods of the mind that the value of philosophy is to be found; and only those who are not indifferent to these goods can be persuaded that the study of philosophy is not a waste of time.Philosophy, like all other studies, aims primarily at knowledge. The knowledge it aims at is the kind of knowledge which gives unity and system to the body of the sciences, and the kind which results from a critical examination of the grounds of our convictions, prejudices, and beliefs. But it cannot be maintained that philosophy has had any very great measure of success in its attempts to provide definite answers to its questions. If you ask a mathematician, a mineralogist, a historian, or any other man of learning, what definite body of truths has been ascertained by his science, his answer will last as long as you are willing to listen. But if you put the same question to a philosopher, he will, if he is candid, have to confess that his study has not achieved positive results such as have been achieved by other sciences. It is true that this is partly accounted for by the fact that, as soon as definite knowledge concerning any subject becomes possible, this subject ceases to be called philosophy, and becomes a separate science. The whole study of the heavens, which now belongs to astronomy, was once included in philosophy; Newton’s great work was called ‘the mathematical principles of natural philosophy’. Similarly, the study of the human mind, which was a part of philosophy, has now been separated from philosophy and has become the science of psychology. Thus, to a great extent, the uncertainty of philosophy is more apparent than real: those questions which are already capable of definite answers are placed in the sciences, while those only to which, at present, no definite answer can be given, remain to form the residue which is called philosophy.This is, however, only a part of the truth concerning the uncertainty of philosophy. There are many questions — and among them those that are of the profoundest interest to our spiritual life — which, so far as we can see, must remain insoluble to the human intellect unless its powers become of quite a different order from what they are now. Has the universe any unity of plan or purpose, or is it a fortuitous concourse of atoms? Is consciousness a permanent part of the universe, giving hope of indefinite growth in wisdom, or is it a transitory accident on a small planet on which life must ultimately become impossible? Are good and evil of importance to the universe or only to man? Such questions are asked by philosophy, and variously answered by various philosophers. But it would seem that, whether answers be otherwise discoverable or not, the answers suggested by philosophy are none of them demonstrably true. Yet, however slight may be the hope of discovering an answer, it is part of the business of philosophy to continue the consideration of such questions, to make us aware of their importance, to examine all the approaches to them, and to keep alive that speculative interest in the universe which is apt to be killed by confining ourselves to definitely ascertainable knowledge.Many philosophers, it is true, have held that philosophy could establish the truth of certain answers to such fundamental questions. They have supposed that what is of most importance in religious beliefs could be proved by strict demonstration to be true. In order to judge of such attempts, it is necessary to take a survey of human knowledge, and to form an opinion as to its methods and its limitations. On such a subject it would be unwise to pronounce dogmatically; but if the investigations of our previous chapters have not led us astray, we shall be compelled to renounce the hope of finding philosophical proofs of religious beliefs. We cannot, therefore, include as part of the value of philosophy any definite set of answers to such questions. Hence, once more, the value of philosophy must not depend upon any supposed body of definitely ascertainable knowledge to be acquired by those who study it.The value of philosophy is, in fact, to be sought largely in its very uncertainty. The man who has no tincture of philosophy goes through life imprisoned in the prejudices derived from common sense, from the habitual beliefs of his age or his nation, and from convictions which have grown up in his mind without the co-operation or consent of his deliberate reason. To such a man the world tends to become definite, finite, obvious; common objects rouse no questions, and unfamiliar possibilities are contemptuously rejected. As soon as we begin to philosophize, on the contrary, we find, as we saw in our opening chapters, that even the most everyday things lead to problems to which only very incomplete answers can be given. Philosophy, though unable to tell us with certainty what is the true answer to the doubts which it raises, is able to suggest many possibilities which enlarge our thoughts and free them from the tyranny of custom. Thus, while diminishing our feeling of certainty as to what things are, it greatly increases our knowledge as to what they may be; it removes the somewhat arrogant dogmatism of those who have never travelled into the region of liberating doubt, and it keeps alive our sense of wonder by showing familiar things in an unfamiliar aspect.Apart from its utility in showing unsuspected possibilities, philosophy has a value — perhaps its chief value — through the greatness of the objects which it contemplates, and the freedom from narrow and personal aims resulting from this contemplation. The life of the instinctive man is shut up within the circle of his private interests: family and friends may be included, but the outer world is not regarded except as it may help or hinder what comes within the circle of instinctive wishes. In such a life there is something feverish and confined, in comparison with which the philosophic life is calm and free. The private world of instinctive interests is a small one, set in the midst of a great and powerful world which must, sooner or later, lay our private world in ruins. Unless we can so enlarge our interests as to include the whole outer world, we remain like a garrison in a beleaguered fortress, knowing that the enemy prevents escape and that ultimate surrender is inevitable. In such a life there is no peace, but a constant strife between the insistence of desire and the powerlessness of will. In one way or another, if our life is to be great and free, we must escape this prison and this strife.One way of escape is by philosophic contemplation. Philosophic contemplation does not, in its widest survey, divide the universe into two hostile camps — friends and foes, helpful and hostile, good and bad — it views the whole impartially. Philosophic contemplation, when it is unalloyed, does not aim at proving that the rest of the universe is akin to man. All acquisition of knowledge is an enlargement of the Self, but this enlargement is best attained when it is not directly sought. It is obtained when the desire for knowledge is alone operative, by a study which does not wish in advance that its objects should have this or that character, but adapts the Self to the characters which it finds in its objects. This enlargement of Self is not obtained when, taking the Self as it is, we try to show that the world is so similar to this Self that knowledge of it is possible without any admission of what seems alien. The desire to prove this is a form of self-assertion and, like all self-assertion, it is an obstacle to the growth of Self which it desires, and of which the Self knows that it is capable. Self-assertion, in philosophic speculation as elsewhere, views the world as a means to its own ends; thus it makes the world of less account than Self, and the Self sets bounds to the greatness of its goods. In contemplation, on the contrary, we start from the not-Self, and through its greatness the boundaries of Self are enlarged; through the infinity of the universe the mind which contemplates it achieves some share in infinity.For this reason greatness of soul is not fostered by those philosophies which assimilate the universe to Man. Knowledge is a form of union of Self and not-Self; like all union, it is impaired by dominion, and therefore by any attempt to force the universe into conformity with what we find in ourselves. There is a widespread philosophical tendency towards the view which tells us that Man is the measure of all things, that truth is man-made, that space and time and the world of universals are properties of the mind, and that, if there be anything not created by the mind, it is unknowable and of no account for us. This view, if our previous discussions were correct, is untrue; but in addition to being untrue, it has the effect of robbing philosophic contemplation of all that gives it value, since it fetters contemplation to Self. What it calls knowledge is not a union with the not-Self, but a set of prejudices, habits, and desires, making an impenetrable veil between us and the world beyond. The man who finds pleasure in such a theory of knowledge is like the man who never leaves the domestic circle for fear his word might not be law.The true philosophic contemplation, on the contrary, finds its satisfaction in every enlargement of the not-Self, in everything that magnifies the objects contemplated, and thereby the subject contemplating. Everything, in contemplation, that is personal or private, everything that depends upon habit, self-interest, or desire, distorts the object, and hence impairs the union which the intellect seeks. By thus making a barrier between subject and object, such personal and private things become a prison to the intellect. The free intellect will see as God might see, without a here and now, without hopes and fears, without the trammels of customary beliefs and traditional prejudices, calmly, dispassionately, in the sole and exclusive desire of knowledge — knowledge as impersonal, as purely contemplative, as it is possible for man to attain. Hence also the free intellect will value more the abstract and universal knowledge into which the accidents of private history do not enter, than the knowledge brought by the senses, and dependent, as such knowledge must be, upon an exclusive and personal point of view and a body whose sense-organs distort as much as they reveal.The mind which has become accustomed to the freedom and impartiality of philosophic contemplation will preserve something of the same freedom and impartiality in the world of action and emotion. It will view its purposes and desires as parts of the whole, with the absence of insistence that results from seeing them as infinitesimal fragments in a world of which all the rest is unaffected by any one man’s deeds. The impartiality which, in contemplation, is the unalloyed desire for truth, is the very same quality of mind which, in action, is justice, and in emotion is that universal love which can be given to all, and not only to those who are judged useful or admirable. Thus contemplation enlarges not only the objects of our thoughts, but also the objects of our actions and our affections: it makes us citizens of the universe, not only of one walled city at war with all the rest. In this citizenship of the universe consists man’s true freedom, and his liberation from the thralldom of narrow hopes and fears.Thus, to sum up our discussion of the value of philosophy; Philosophy is to be studied, not for the sake of any definite answers to its questions since no definite answers can, as a rule, be known to be true, but rather for the sake of the questions themselves; because these questions enlarge our conception of what is possible, enrich our intellectual imagination and diminish the dogmatic assurance which closes the mind against speculation; but above all because, through the greatness of the universe which philosophy contemplates, the mind also is rendered great, and becomes capable of that union with the universe which constitutes its highest good.

Assessment 2 – requirements documentation & lifecycle management

Assessment-Requirements-Documentation-&-Lifecycle-Management-Report
Task Summary
This Assessment requires you as a group to write a requirements document and lifecycle management report in response to a case study. The same case study will be used for all three assessments so that you can develop insights into the different facets of Requirements Engineering. This is a group report of 2500 words (+/- 10%) and should focus on the following two areas:
a) Requirements Documentation
b) Requirements Lifecycle Management
Please refer to the Task Instructions for details on how to complete this task.
Context
The focus of Assessment 1 was on the elicitation of requirements. In this second assessment, you will come together as a team and progress to the next step in the requirements process: requirements analysis & documentation, and requirements lifecycle management. Here you will focus on specifying, modelling, verifying and validating requirements using Business Analysis best practice after which you will focus on Requirements Lifecycle Management. This assessment aims to assist you in developing workplace relevant business analysis skills in a predictive planning context.
Task Instructions
1. Team Formation
a. You are required to form teams of 4-5 members
b. The deadline for team registration is 11:45pm AEST Friday end of Module 1.2 (Week 2)
c. To register your team, you are required to send your Learning Facilitator an email with ?[MIS604] Team Registration? in the subject line. In the body of the email, please list the names and student ID numbers of all the members of your team.
d. You are required to send the registration email to our facilitator before the registration deadline.
e. After the registration deadline, those students who are not in a team will be allocated to a team by the Learning Facilitator.
2. Please read MIS604_Assessment_Case Study.
3. Write a 2500 words (+/-10%) requirements document and lifecycle management group report.
4. Structure of the Group Report
? The report does not require an executive summary or abstract.
? A professional custom title page with the subject code and subject name, assignment title, student?s name, student number and lecturer?s name
? An introduction (100-150 words) which will also serve as your statement of purpose for the report. This means that you will tell the reader what you are going to cover in your report. You will need to inform the reader of:
o The key concepts you will be addressing,
o What the reader can expect to find in the body of the report
? The body of the report (1200-1300 words) will need to cover two specific areas:
o Requirements Documentation
? Requirements scope
? Two business goals (SMART) & objectives to be achieved
? Map out a swim lane diagram of one key process which will be supported by the system
? Two business requirements
? Two actors within the system
? Five functional requirements
? Five non-functional requirements
o Requirements Life Cycle Management.
? Explain the importance of managing the requirements lifecycle and implications of not managing this lifecycle
? Discus each stage of the Requirements Lifecycle: trace, maintain, prioritise, assess and approve:
? A description of each stage
? The objectives of the process in each stage
? The main activities of the process in each stage
? Outputs of each stage
? A Requirements Traceability Matrix to manage the requirements through each stage of the requirements lifecycle populated with the requirements identified in the first part of this assessment. You may use Excel for your Requirement Traceability Matrix
? The conclusion (100-150 words) will summarise any findings or recommendations that the report puts forward regarding the concepts covered in the report.
5. Report Format and Layout
The report should use font Arial or Calibri 11 point, should be line spaced at 1.5 for ease of reading and page numbers on the bottom of each page. If diagrams or tables are used, due attention should be given to pagination to avoid loss of meaning and continuity by unnecessarily splitting information over two pages. Diagrams must carry the appropriate captioning.
6. Peer evaluation
Group participation will constitute the final 20% of the mark for Assessment 2.
Participation will be determined as follows:
? Each student in the team will evaluate the other members? contributions using a participation score matrix (see Group Participation Score Matrix attached)
? Individually, each team member will assign a ?Group participation score? (from 1-5) for each member of the group using the score matrix.
? Each student is to assess peers? contributions according to the Peer Evaluation Grading Scheme.
? The participation score matrix submitted by each individual student via the Assessment 2 link at the same time as the final group digital presentation submission.
The Facilitator will use the average ?group participation score? for each member to determine the weighted ?Teamwork? criterion row in the final marking rubric for this assessment.
? All peer evaluation submissions are confidential not viewed by the other team members.
7. You are strongly advised to read the rubric which is an evaluation guide with criteria for grading the assignment. This will give them a clear picture of what a successful report looks like.
Referencing
There are requirements for referencing this report using APA referencing style and it is expected that students reference any lecture notes used and five additional sources in the relevant subject area based on readings and further research.
It is essential that you use appropriate APA style for citing and referencing research.
Course: ÿMIS604 Requirements Engineeringÿ

Language and Gender research paper

Each member, write your description and analysis into a paper that is 3-5 pages, double spaced, 12 point font.  This paper should not only contain your data and individual analysis but the conclusions the group has drawn. DUE MONDAY, FINALS WEEK // UPLOAD FILE TO CATALYSTSample Individual Paper (excerpt)Gender is a social construct. The idea that people who are born with one set of genitals or another automatically come equipped with all of the societal expectations and habits built into them has been proven to be incorrect, and has also been proven to be damaging. We are creatures of infinite variance and beauty, and restricting ourselves to an arbitrary set of boxes does not work to our advantage. However, this binary concept is worked deep into our core from a young age, impressed upon us from every angle, including from one of the most basic tools we use to communicate with each other: Our language. Language influences our idea of gender, and therefore can affect our actions in hundreds of subtle and not?so?subtle ways.Over the last few weeks, I participated in a group study to attempt to suss out some of the ways g ender can alter behaviors. In particular, we studied the interactions between men and women. We recorded a number of ten minute conversations between men and women of different ages, relationships, and doing different activities, and came up with some common differences between them.In our conversations, men and women spoke, on average, for . . . . [end of excerpt from 3.5 page 8 paragraph double spaced paper]TOPIC C: Language and GenderAre there differences in the way men and women speak?Observe a man and a woman talking for 10 minutes. Use the Topic C Data Sheet (attached) to record your observations.Based on your observations, summarize your findings related to language and gender.NOTE: This is a research project, so you must find a way to generate sufficient data for analysis. This means you must observe multiple sets of men and women talking together in order to formulate sound findings. You may choose to formally observe these conversations, which means you would notify your subjects and record their interaction (with audio/video/notes).You could even give each arranged pair the same discussion topic and set them loose to talk for 10 minutes.You may choose to randomly and informally observe conversations, in the dining or study areas on campus or in your workplace.Or you can have a balance of both forms of observation.You must do whatever it takes to gather enough data to conduct your research.Instructor suggests each group member analyzes and presents their own data/observations to the group, who then collects all the data, analyzes it, and compiles the findings into a cohesive presentation.To support your conclusions, present your analysis of the following questions: ú  What conclusions can be made about the different ways these two people speak?  ú  Could the differences have been as a result of their gender? Their age? Their relationship?  ú  Did their physical appearances have any affect on the communication?  ú  How did they take turns?  ú  Who spoke the most? The least? Who had the most turns? Who took the longest turns?  ú  Who interrupted whom the most often? What did they do when they interrupted? How did gender, age, or other factors affect this?  ú  What type of “speech acts” did they perform?  ú  In what ways did they communicate about past and future events?  ú  How did they open and close their conversation? Did they use any social rituals? Conversation Observation 1. Age (approximate if you need to) Person A: Around 30s Person B: Around 20s2. Sex Person A: Female Person B: Male3. Physical appearance (general remarks) Person A: She is a white person who has brown long- curly hairPerson B: He is also a white person, but he looks younger than Person A.4. Speaking time (Using a stopwatch, note each time a person begins and ends a stretch of speech. Then add the total time each person spoke.)  Time for Person A:4 minutes 42 seconds/10 minutes  Time for Person B: 5 minutes 2 seconds /10 minutes  Percent of time Person A spoke: 47%Percent of time Person B spoke: 50%Percent of time NO ONE spoke: 3%5. Number of times Person A interrupted Person B: 6 Number of times Person B interrupted Person A: 16. Number of times a person performed the following type of “act” in relation to the other person A questioning B: 4 B questioning A: 2A demanding from B: 1 B demanding from A: 0A instructing B: 2 B instructing A: 2A correcting B: 1 B correcting A: 07. Number of times each referred to:Person A Person B Past event: 22Future event: 18. Number of times each asked for clarification of some point. Person A: 2 Person B: 2If the observation included the beginning or ending of the conversation, answer questions 9, 10, and 11.First word (initiated interaction): A. Last word (closed interaction) A. From a video person A, a female speaker introduced to the listeners firstly, and passed the introduction to person B, a male speaker. Like an introduction person A closed an interaction by what she and Person A talked during a conversation, and also asked to him if he wanted to say something.Here is what we have so far

Information systems see attachment | Information Systems homework help

ÿCase Study 1: Transforming the Organization Due Week 5 and worth 175 points Congratulations! The executives are taking your information system proposal seriously. In fact, they think it has the potential to transform the way the organization works. The CIO asked you to read Connelly (2016) to think about what resources you?ll need to get your new information system up and running. Please also review the five case studies in (Basu 2015, p. 32-35) so you can recommend a change management pattern for your company to follow. Write a memo to the CIO that describes how to implement your information system into the organization. Please focus on these topics: 1. How much of the implementation work can you handle? What additional resources (people, information, time, money, etc.) will expedite the process so you don?t end up like Susie Jeffer? 2. Outline a change management strategy: What new equipment and software are necessary? What training and support will the staff need? How will the staff complete their work during the transition period? Do you anticipate other areas of resistance? 3. The CIO is very skeptical, so provide evidence that your assessment is accurate and complete. It can be difficult to admit to personal limitations! Your memo should be 3?5 pages long. References: Basu, K. K. (2015). The Leader’s Role in Managing Change: Five Cases of Technology-Enabled Business Transformation. Global Business & Organizational Excellence, 34(3), 28-42. doi:10.1002/joe.21602. Connelly, B., Dalton, T., Murphy, D., Rosales, D., Sudlow, D., & Havelka, D. (2016). Too Much of a Good Thing: User Leadership at TPAC. Information Systems Education Journal, 14(2), 34-42. CIS 500 ? Information Systems for Decision-Making ? 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. CIS 500 Page 2 of 3 Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. Points: 175 Case Study 1: Transforming the Organization Criteria Unacceptable Below 70% F Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. How much of the implementation work are you able to handle? What additional resources (people, information, time, money, etc.) will expedite the process so you don?t end up like Susie Jeffer? Weight: 30% (52.5 points) Inadequate description of strengths and limitations, only described one or the other Limited identification of resources, unclear how resources will expedite process Inadequate connection to the case study Somewhat described strengths and limitations Reasonable resources connected to limitations, info on how process will be expedited Reasonable connection made to the case study Described professional strengths and limitations Identified additional resources needed based on limitations, described how process will be expedited Applied case study lessons learned Identified project risks and scope creep, offered advice on mitigating both Provided thorough understanding of the case study and applied lessons learned to the information system 2. Outline a change management strategy: What new equipment and software are necessary? What training and support will the staff need? How will the staff complete their work during the transition period? Are there other areas of resistance that you anticipate? Weight: 30% (52.5 points) Inadequate explanation of why new equipment needed Did not propose staff training Limited explanation of how staff will continue to work Inadequate anticipation of resistance stated Somewhat explained why new equipment was needed Did not propose staff training Reasonable explanation of how staff continue to work Reasonable anticipation of resistance Explained why new hardware and software are needed Proposed staff training Explained how staff would continue work during transition Anticipated areas of resistance Connected need for change management to business needs Organized structure for staff training on implementation strategy Recommended approaches to address resistance 3. The CIO is very skeptical, so offer evidence that your assessment is accurate and complete. It can be difficult to admit to personal limitations! Inadequate evaluation of alternative assessment Limited explanation of why the Evaluated one alternative assessment Somewhat explained why the alternative Evaluated alternative assessments Explained why alternative assessments are Proposed how to mitigate personal and team limitations Proposed considerations that would interest other ÿCIS 500 ? Information Systems for Decision-Making ? 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. CIS 500 Page 3 of 3 Weight: 30% (52.5 points) alternative assessment is inaccurate or incomplete Limited evidence as to why the assessment is accurate and complete assessment was inaccurate or incomplete Reasonable evidence that the assessment is accurate and complete not as accurate or complete Provided evidence that the assessment is accurate and complete members of the Csuite 4. Clarity, persuasion, proper communication, writing mechanics, and formatting requirements Weight: 10% (17.5 points) Unclear structure, not persuasive, major grammatical errors Somewhat clear structure, limited persuasion, grammatical errors, language too simple or too wordy Clear structure, persuasive writing, minor or no grammatical errors, length and format within requirements, plain language No grammatical errors, plain language, organized by topic, references business needs, connects to technical specs, persuasivÿ