Identify five recent commercials that you have seen or watched that you believe are effective at advertising.

Write a 1,050-word paper in which you:

Identify five recent commercials that you have seen or watched that you believe are effective at advertising.
Identify the part of the Hierarchy of Effects Model that the advertisement targets, noting the specific step in the model related to the part. Do any of the advertisements touch on the means-end concepts?
Answer the following questions:
What market segment are the commercials targeted at (describe these target markets)?
Are the messages aligned with the IMC objectives?
Do the messages resonate with the target market?
Is the correct media being used to send out the messages?
What kind of message strategy is being used – cognitive, affective, or conative?
What recommendations, if any, would you make to change the message content?

Think about a major change that you experienced within the past five years. Explain details about this change, specifically focusing on the reason for the change and the importance of the change in your life.

Personal Change Tools (100 points)

Organizational change is a process that can be complex. Change efforts are not easily carried out but can be successful through the use of various resources and tools. As explored within the Interactive Lecture, change often starts with knowing what to change, continues through how to change, and then concludes with when to change.It is important to remember that the same change processes that guide organizations can also be used in one’s personal life.For this Critical Thinking Assignment, address the components below:

Think about a major change that you experienced within the past five years. Explain details about this change, specifically focusing on the reason for the change and the importance of the change in your life.
Explain which change model (i.e., Nadler and Tushman’s Congruence Model, Sterman’s Systems Dynamics Model, Quinn’s Competing Values Model, Greiner’s Model of Organizational Growth, or Stacey’s Complexity Theory) most applied to your change experience. Provide details about why you selected this model and why it was the best choice as compared to the other models.
Analyze the steps associated with the model and how these steps were followed during your time of change.
Looking back on the change process and experience, what improvements would you make to ensure enhanced change-related success? Why?

Develop a process to evaluate the intervention if it were implemented.

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

Is there a “Black, Hispanic, Asian or American Indian privilege” as well?

We sometimes hear the term “White privilege” used as it relates to jobs or education.

Is there a “Black, Hispanic, Asian or American Indian privilege” as well?

Address any two or more of the mentioned demographic categorizes above and provide examples. Be specific.

What outside influences might help change this issue?

Reviewing the concepts of ethnic conflict and totalitarianism:

Often students are confused on what constitutes an ethnic conflict. Before you select a topic for this assignment, be sure to review the information below to gain a better understanding of what constitutes Totalitarianism and ethnic conflict.

Totalitarianism and ethnic conflict are not the same as violent act committed by a police officer that was officially deemed as being racially motivated. Ethnic conflict is when government has discriminatory policies in place. Slavery and segregation were examples of ethnic conflict. Many students confuse recent events of violence or shooting by police officers on individuals as examples of ethnic conflict. However, not all of those actions were acts of racially motivated violence. In addition, they were committed by individuals in the execution of their job, which are subject to review and oversight (administrative and legal), and if deemed excessive and/or racially motivated, will be sanctioned and prosecuted because they would go against standing policies and laws that do not allow excessive force in the execution of police duties or racially motivated violence against others (by police or any other person). In the 1960s and earlier, we had state governments requiring African Americans to be segregated. This was an example of ethnic conflict. We do not have government policy in this country today promoting the harassment or killing of people because of their race.

If a person kills another person, it is a legal issue. If the killing took place because of the race of the person, it is also a hate crime. It is not designated as ethnic conflict. Topics centered on racial inequity such as Black Lives Matter, while important and viable topics in the context of race relations and social justice, are not the same as ethnic conflict in Totalitarian regimes and so are not appropriate topics for this assignment.

Instructions
Write a paper on a current event article that discusses restrictions on freedoms by a totalitarian state or an article on ethnic conflict within a nation. Summarize the article and explain why this issue is important to the global community. What outside influences might help change this issue? How? Is the article neutral? Why or why not?

How is synthesis different than summarizing? How does developing and employing the skill of synthesis improve the quality of the literature review? Explain.

Question 1

Some literature reviews read as “book reports” that simply provide a string of summaries of the articles reviewed. How is synthesis different than summarizing? How does developing and employing the skill of synthesis improve the quality of the literature review? Explain.

Question 2

Every household has a junk drawer (or some similar place) that serves as the “catch all” for items that have no designated place. Go to your junk drawer and randomly retrieve three items. Write a one-paragraph summary of each item separately. Then write a one-paragraph synthesis that compares and contrasts the three items. Post the three summaries and the single-paragraph synthesis of the summaries. What challenges did you experience in synthesizing the three objects? What questions do you have about synthesis techniques?

Critically consider the extent to which a current criminal justice issue can be explained by sociological theories of crime and deviance.

Essay Question: Critically consider the extent to which a current criminal justice issue can be explained by sociological theories of crime and deviance.’

In this case the Criminal justice Issue my lecturer has given us is Drill music, the two theories we are using subcultural theory, labelling theory.

You must apply both theories to your chosen issue. This could give you the opportunity to compare and contrast theories, their relative strengths, and limitations. However, be mindful of the word limit.

When analysing a theory/issue? Make sure you include the advantages and disadvantages?
The merits and limitations of a theory (or more than one) can be analysed in relation to the chosen criminal justice issue in practice. For example, in analysing a particular issue, you may rely on classic criminology (e.g., free will, rationality) to explain someone’s actions or conduct, however that same issue or conduct may be influenced by social factors. Here you would evidence the limitations of, for example, classic criminology, and evaluate the strengths of other theories such as structural theories or subcultural theories.

You should develop your argument based on your views of the issue and the strengths/weaknesses of the theory/theories. Your views should be evidence-based, however. For example, saying that labelling theory is unable to fully explain a certain issue is more an opinion than it is a fact. However, you can then back this view by giving examples of the theory’s weakness based on the evidence you have gathered, which would be more fact-based.

Layout guideline
A rough guideline could be for the intro and conclusion to be 250/300 words each, and the main body of the essay (the remaining 1750 or so words) broken down into three points of 500 – 600 words each, or four points of roughly 435 words each. There is no rule around this.

Critically assessing
It will be fine to critically assess individual theories without talking about the broader, overall theories or approaches that they belong to. For example, if you are comparing strain theory and labelling theory (as per a question posted above) you can do that without necessarily mentioning sociological positivism and interactionism. If you are discussing the merits and limitations of deterrence theory, you don’t have to mention classicism etc. unless it’s relevant to your chosen issue and the question.

In each paragraph try to make a single point. The first sentence of your para should give the reader a clear sense of the point you are trying to make.

Of course, it may be that a bigger argument needs to be broken down into smaller points, with a paragraph for each point. When thinking about how much space to give to different parts of your argument, try to think about (a) the complexity of different elements of your argument (b) their relative importance to your overall argument © the degree to which they are contested. This will help you to think which elements of your argument need the most space in your argument.

Exploring something critically means evaluating a particular argument/ theory / approach. It is important to think about how a particular author has come to their conclusions and whether you find those conclusions credible: what evidence do they use? Does this match the claims that they are making? Is the evidence comprehensive etc.

In this process, you can ‘think with’ other scholars – who might agree or disagree with the particular theorist you are exploring? What is important here, however, is not just to cite a variety of sources / authors who might disagree for the sake of it. The purpose of thinking with others is to take us further in coming to more credible arguments. So, make sure that when you are bringing other scholars and perspectives in, you are thinking critically about them as well.

It is important that you have an argument and that we are able to see what you think and why. This does not mean, however, that you need to agree entirely with a single theorist. Your conclusion might be that a combination of different approaches is useful.

A common misconception is that a ‘strong’ argument is a blunt argument or an extreme argument. This is not the case. When we are assessing the arguments, you are making, we are thinking about the evidence that you are offering and the conclusions you reach on that basis. It is the clarity of your argument and the rigour of the evidence that you offer that will make it strong.

Do faculty members from other cultures interact freely with students as their majority colleagues do?

Title
Multiculturalism in education: Faculty experiences while working in a different cultural setting.
Rationale
In education, it is vital to promote multiculturalism and ensure that educators can work in any institution of their choice. Therefore, it is critical to understand the experiences of individuals who are the minority culture in their institutions (Borkett, 2018). Some of the issues that have been noticed to cause challenges in the education sector include ethnicity, racism, and xenophobia. Consequently, it is vital to understand the current status of the learning institutions in issues of integration. The faculty members from racial minorities may experience challenges that may hinder them from being effective. Some of these challenges may emanate from different areas, such as fellow faculty members and the students. In some cases, institutions have been noticed to shy away from hiring staff from some culture because of performance stereotypes (Borkett, 2018). The faculty members from other cultures may, therefore, be disadvantaged at their workplaces.
In some cases, the faculty members may experience challenges that may hinder them from interacting freely with their students and thus affect their performance (Kim et al., 2014). In most cases, the students may fail to interact effectively with such professors because of their perceptions and stereotypes. Underlying cultural beliefs may affect the relationship of the faculty members with their fellow faculty members and the students, thus preventing them from being effective in their duties. For instance, it has been noted that racial perceptions have had a significant effect on the performance of faculty members in institutions of higher learning (Craft, 2017). In the case of African American professor who is working in a predominantly white institution, the professor may experience challenges both in interacting effectively with the students as well as with fellow professors.
The cultural differences have also been noted to affect the performance of the faculty members directly (Beachum, 2020). For instance, an Indian professor who came from Asia may experience a challenge in issues such as communication that may affect their performance. An accent can prevent the professor from being effective in delivering content to the students. While the students may understand well what a lecturer with an accent is offering, the pronunciation may act as a block, preventing students from performing well (Beachum, 2020). A professor may also not understand particular issues such as social interaction tendencies, and this may hinder them from interacting freely with the students, especially outside the lecture room.
Research Questions
In this study, to understand the experiences of the faculty members who work in a culture different from theirs, the following questions will be used:
1. Do faculty members from other cultures interact freely with students as their majority colleagues do?
2. Do the faculty members from minority cultures feel appreciated and comfortable working in this environment?
3. How do students feel about faculty members from other cultures different from theirs?
Methodology
The study will utilize a qualitative approach in which the data collected will be descriptive. In this case, multiple items will be used to ensure that as much data as possible is collected to provide an adequate understanding of the issue. Therefore, the study will utilize both interviews and questionnaires, targeting both the faculty members and the students. On the faculty, the research will have a questionnaire for those from minority cultures and those from majority cultures. The study must include at least a hundred and fifty participants, with a majority being students and about 30% being the target faculty members. Despite that the students are not the target group, they will be involved in better understanding the issue, considering that they are central to it. Therefore, the students should be questioned on their perceptions of having faculty members from other cultures and how they feel the issue affects their academic performance. The minority faculty members must be asked questions that regard how they think the environment favors or fails to empower them to work. The data collected will be analyzed and interpreted in the descriptive technique.

How will you develop support networks for CPD in your prescribing practice?

Plan for development of Pharmacist Independent Prescribing

Please complete all sections of this form electronically. Boxes will expand as you type.

Please provide information about your proposed service in conjunction with your supporting manager and/or clinician.

Applicant’s name:
1. How do you reflect on your performance and take responsibility for your CPD?

2. How will you develop support networks for CPD in your prescribing practice?

3. What is your proposed area of clinical or therapeutic practice for prescribing? What relevant clinical or therapeutic experience do you have in this area?

4. What is the service need for your independent prescribing role?

5. How will the service be designed and delivered?

6. What is the expected patient benefit?

7. How will the outcomes of the service be monitored?

?
Reflective learning worksheet

Please fully complete all sections of this form electronically. Boxes will expand as you type.

Please complete one reflective learning worksheet reflecting on, identifying and addressing a learning need in your proposed area for prescribing. This format is adapted from that used by the GPhC.

What are you planning to learn?

Describe what learning you are planning to carry out. What you need to learn may be new knowledge, skills, or a new attitude or approach – anything that you think will help to prepare you for your proposed area for prescribing. You should be as specific as possible.

You should explain why this learning is relevant for your proposed area for prescribing and how it will affect the people using your services.

Please take care not to disclose any confidential information about anyone without their consent.

How are you planning to learn it?

It is important for you to consider a range of options for achieving your learning across the breadth of your CPD entries. Focus your planned CPD on those activities that are relevant to, or likely to have the biggest impact on, the people who will be using your services.

Which financial statement should you examine first if you are interested in assessing solvency?

A structured analysis of a company’s financial statements involves three steps:
• step one: assess if the company is ‘liquid’ (liquidity is the ability of the company to convert its assets into cash)
• step two: assess if the company is ‘solvent’ (solvency is the ability of the company to pay its debts as and when they fall due)
• step three: assess the ‘profitability’ of the company.
If the first two steps indicate an organisation that is not solvent or liquid, then an examination of its profitability will indicate whether a restructuring or some form of rescue is worthwhile.
The company would possibly be taken into the administration process if it cannot convert debtors’ balances into cash, pay its obligations when due (payroll and accounts payable) and service its long-term debt (loans and bonds). If any of these conditions occur, it would be of limited value to analyse the ability of a company to generate profits. In such circumstances, it would be of more value to analyse the ability of a company to realise its assets for cash so as to pay its outstanding liabilities.
Step one: assess liquidity
• Of the three primary financial statements (the balance sheet, the income statement and the statement of cash flows), which one should you examine first to complete a liquidity assessment?
Of the three primary financial statements, the statement of cash flows is likely to tell you something directly about the sources of liquidity.
• Does any financial statement tell you something indirectly about liquidity?
The answer is yes and, as you will soon see, two financial statements do tell you something indirectly about liquidity:
o the income statement (profit and loss account)
o the balance sheet (also known, as you have learned already in Session 3, as the ‘statement of financial position’).
The answers to the questions above are determined by the factors on which financial sustainability depends. If you are prepared to accept a definition of financial sustainability as a company’s ability to continue in the ordinary course of business while considering the demands of its stakeholders, then you need to identify the stakeholders.
Financial stakeholders such as lenders and other creditors expect to be paid monies due to them and in a timely fashion.
Determining liquidity
Step one of a structured financial analysis is about determining the ability of the organisation to convert its assets to cash. This ability can be termed liquidity. The statement of cash flows provides direct information about the liquidity of an organisation, whereas the income statement and the balance sheet (statement of financial position) provide indirect information about liquidity. For example, the income statement shows us revenues. We can combine that information with the receivables figures on the balance sheet to calculate of those revenues, how much was actually received in actual cash flow. This same information is also shown directly on the cash flow (albeit as part of the ‘cash from operations’). What we earn (revenues) can be quite different from what we receive in cash terms. Appreciating this difference can be vital to understanding an organisation’s liquidity.
Step two: assess solvency
Once you have assessed a company’s liquidity, do you need to analyse further? While completion of step one may have enabled you to assess the ease with which a company can convert its assets into cash, that determination has not allowed you to assess the ability of a company to honour its liabilities as and when they fall due. This ability is known as solvency. Consider the following questions that are relevant to developing your thinking about solvency assessments.
• Which financial statement should you examine first if you are interested in assessing solvency?
The financial statement that would be most relevant for assessing solvency is partly determined by the financial statement in which liabilities are recorded.
• What is the relevant financial statement for a solvency assessment?
The balance sheet would be relevant for a solvency assessment. Amounts owed to lenders and other creditors are recorded in the balance sheet as short-term (‘current’) liabilities and long-term (‘non-current’) liabilities.
• Does any other financial statement tell you something about solvency?
Ask yourself where a company’s long-term ability to pay debts arises. Surely a company can pay its debts only after realising an operating profit, or, more accurately, collecting cash from sales in order to pay its suppliers and payroll and to service its debt obligations. In the short term, of course, it could try new borrowings or share issues to help cash flow. But ultimately the company must become profitable to be able to generate sustainable cash flows.
Determining solvency
Step two of the financial analysis is about determining solvency of a company. To determine solvency you will need to examine both the balance sheet (focusing on liabilities payable) and the income statement (focusing on the sufficiency of revenues and profits to pay suppliers and payroll and to meet debt obligations).
Step three: assess profitability
So far, having completed steps one and two, have you addressed the needs and concerns of shareholders? In steps one and two, you attended to the demands of other stakeholders such as debtors and creditors, but shareholders are neither debtors or creditors.
• Shareholders expect to be paid any dividends at each financial year-end, but where does a company find the money to pay as dividends?
A company is permitted to pay dividends from a financial account found in the balance sheet known as the ‘retained profits’ (or ‘revenues reserves’) (it is in the shareholders’ equity section of the balance sheet).
The question that arises now is this: how does the retained profits reserve get credited – that is, how are retained profits increased over time? The answer is by net profit after taxation each year.
When a company makes a profit, it will transfer that profit from the income statement, where the profit figure will first appear, to its balance-sheet retained profits (or revenue reserve account). All this means is that shareholders have a vested interest in profitability. In the medium- to long-term, if a company does not make profits, it will not be permitted to and nor will it be able to pay dividends, unless it has previously undistributed retained profits.