MGT470 ? Conflict Management and Negotiation
Case 8 Sick Leave

After reading Case 8, Sick Leave, answer the following questions providing insight and strategies from what you have learned in the course.

1) What should Kelly do? Should she call CLAIR, or discuss this further with Mr. Higashi?

2) What is this dispute about for Kelly? For Mr. Higashi? In these types of conflicts is a compromise possible?

3) What are the tangible factors in this situation? What are the intangible factors in the negotiation? Is saving face more important to Kelly or Mr. Higashi? Why?

4)Which are more important, the tangible or intangible factors? Is this true for both Kelly and Mr. Higashi?

Be sure to answer all of the questions thoroughly in about 1,000-1,500 words. Your analysis should be written in complete sentences. Your paper may be organized with headings, but AVOID writing the question, then writing the answer. The paper should be structured formally following APA guidelines.

Course Text Books:
Lewicki, J. R., Barry, B., & Saunders, M. D. (2011). Essentials of negotiation (5th ed.). New York, NY: McGraw Hill. ISBN-13: 9780073530369

Lewicki, J. R., Barry, B., & Saunders, M. D. (2010). Negotiation: Readings, exercises and cases (6th ed.). New York, NY: McGraw Hill. ISBN-13: 9780073530314

HW 205 UNIT 2 ASSIGNMENT

Assignment


Record your food and drink intake for 5 days. Try to be as accurate as possible in recording portion sizes.

Choose a diet analysis program to set up an account and record your intake. Some suggestions include: www.fitday.com, www.sparkpeople.com, www.choosemyplate.gov. The program must provide a printout of all vitamins and minerals (micronutrients) and macronutrients (carbohydrates, fats and proteins). After entering your data, select "analyze" in the program in order to obtain a print out of your total calories and the amounts of vitamins, minerals, fat, carbohydrates, and protein you consumed. If possible obtain an average of the 5 days that you entered.

Write a two page report (in APA format) comparing your current intake to your DRIs and food group recommendations. Discuss where you are deficient in both micro and macronutrients and what steps you can take to correct these deficiencies by providing examples of foods you can include/remove from your diet or other changes you can make (for example packing your lunch). Be sure to reference the program used and include a screen shot of the analysis of your intake. Click here for help with taking screenshots. Turn this in by following the instructions below. (70 pts.)

This is a theology final paper for the class Woman and Islam.

Write a 10page paper on Islamic woman health issues through a religious perspective. I have the general outline and the paper must contain religious reference. Connect Islamic tradition and culture as the cause of female health issues. I have attached an outline witch includes issues that has to be discussed.

A good paper should have a point and direction as well as conclusion. It should give information but must also include your own comments and interpretation

There must be footnotes and a complete bibliography.
There is going to be a digital plagiarism checker so the work will be check so paper must be completely original.

Outline
1. Introduction
a. How Islamic religious and cultural practice has been found to negatively affect female health.
2. What does Muslims think of Medication.
a. Iman At-Tirmidhi who is a Persian Islamic scholars states that ??You should seek medical treatment, because Allah, the Exalted, has let no disease exist without providing for its cure, except for one ailment, namely old age?
3. Health issues
a. Obesity and Diabetes
i. Effect of the hijab
1. Constrains motion
ii. Culture of women's seclusion
1. Cant work out in the presence of male
2. Single sex Gym
b. Vitamin D deficiency
i. Hijab
c. Abortion
d. Ramadan and its health effect on female
i. Period
ii. Pregnant
e. Marriage
i. Young marriage leading to health issues.
4. How to deal with these problems
a. How people are dealing with the 5 health issues
i. Religious solutions
5. Treatment facilities and changes that are needed for proper care
a. Growing number of Muslim population in the US
b. Problem of US health care for Muslims in the US
i. NO male and female interaction
ii. ETC
c. How to change the US healthcare system to properly meet Muslim standard.
6. Conclusion

Psychiatric emergencies in medical settings may be particularly challenging since the staff does not encounter them frequently and may not have experience dealing with behavioral crisis intervention. The purpose of this exercise is to help staff improve understanding and coping with nonmedical emergencies that occur in medical settings using the PDCA cycle.



Mr. X is a 41-year-old male admitted to a medical unit with a diagnosis of possible stroke. The patient is ambulatory, 5?10??, and 350 lbs. Mr. X presented to the emergency department the day before after apparently losing consciousness at home. The initial CAT scan of his head was negative. It is suspected that Mr. X may be an IV drug user since his urine toxicology screening came back positive for opiates. The medical staff thinks that Mr. X had a seizure prior to admission, but he has shown no abnormal signs or symptoms within the last 24 hours. Mr. X was moved to an acute care unit where he sits in bed wearing only a pair of ill-fitting boxer shorts and no shirt. He is able to communicate without any signs of aphasia. The medical staff is still not sure what is wrong with Mr. X.



As the nurse administrator of the day, you hear a Rapid Response called overhead for this patient. As you enter the room, you see Mr. X screaming and on all fours in his bed. He is saying ?Help, help? and ?I don?t know? repeatedly. Respiratory staff, physicians, physician?s assistants, an ICU nurse, and unit staff are all standing there watching Mr. X scream for help. They all seem paralyzed. Finally, one of the staff nurses asks Mr. X to turn over so that respiratory staff can administer oxygen via a facial mask. He complies and at that time the ICU nurse hooks him up to the cardiac monitor as per protocol in a Rapid Response.



Mr. X remains quiet and still for about 60 seconds and then proceeds to rip off the oxygen mask and the EKG leads attached to his chest. He climbs over the side rails and stands there in a daze, saying ?I don?t know, I don?t know.?



The staff reacts negatively to Mr. X?s behavior in front of him. The respiratory therapist says, ?If you think I?m going in to get an ABG from him, you?re crazy.? Speaking to Mr. X, the ICU nurse repeats over and over in a stern impatient voice, ?What don?t you know?? Mr. X seems overwhelmed and can?t answer. The physician looks through the chart and asks the nurses questions about the patient. The other nurses stand there staring at Mr. X. The ICU nurse leaves a few minutes later stating that the patient?s EKG is normal.



All at once, Mr. X bolts from the room towards the elevator, which has just opened, and gets on. One of the nurses calls a security code, but it is too late; Mr. X has disappeared. The county police are called and hours later they find Mr. X at his nearby home. They try to encourage him to return to the hospital, but since he has not been deemed a danger to himself or others, they have no choice but to leave him alone.



The next morning Mr. X returns to the Emergency Department with ?severe chest discomfort and a headache? and is admitted back to the same unit. When the staff see him, they are apprehensive and somewhat angry that he is back. After about three hours on the unit, Mr. X starts yelling that his stomach is hurting. His nurse calls the physician about his symptoms but she and the rest of the staff avoid extended contact with him because of what happened the day before.



Task:



Write an essay (suggested length of 5?10 pages) in which you develop a plan to help this staff become proficient in handling behavioral emergencies on a non-psychiatric unit by doing the following:



A. Analyze the situation using the FOCUS and PDCA models by doing the following:

1. Use the FOCUS model to identify possible causes of the staff?s problem.

a. Find a Process to Improve (What needs to be improved based on the incident in the scenario?)

b. Organize a Team That Knows the Process (Who is the leader, the facilitator, the recorder, the time keeper, team member? Do you need all these people? Do you need others?)

c. Clarify Current Knowledge of the Process (What is being done now that might have added to or allowed the incident?)

d. Understand Causes of Process Variation (Use cause-effect diagrams, concept maps or other diagrams to show how you would understand the cause)

e. Select the Process Improvement (What would you do to improve the situation so that you decrease the risk of it occurring again?)



2. Develop an improvement plan that will ensure appropriate response times and appropriate clinical interventions in this situation, using a modified version of the PDCA model (PDC).

a. Plan (develop a plan to address the situation and possible risk in the future)

b. Do (You are not expected to actually do the plan but tell how it would be done)

c. Check (How would you check if the plan worked?)

d. Act (Note: Act has been omitted in the modified version since you are not expected to carry out this plan so you cannot periodically review the change to ensure that it is successful.

B. Write a unit protocol containing at least five directives for staff to follow in case of a behavioral emergency in a non-psychiatric setting.



C. When you use sources, include all in-text citations and references in APA format.

Include the following in the paper:

1.Introduction: In one or two paragraphs, explain the problem and state the management dilemma as well as the research question.
2.Literature review: Do some background research in the Ashford University Library about studies that have already been done that relate to your topic. Find at least three scholarly resources, and cite them in your literature review.
3.Hypothesis: State the hypothesis. It should be a possible cause and effect relationship regarding a process, underlying assumption, or plan that is important to the business. It should not be too broad. Your background research, as well as (possibly) your own work and life experience can help you write your hypothesis.
4.Methodology: Describe the planning, data sampling, data collection and data evaluation you used in your study. The type of study should be defined and justified. Collect a small representative data sample. Fifteen is the recommended sample size. The data can be collected from observations, surveys (only existing survey data can be used; you cannot conduct your own surveys), or existing data such as historical records.
5.Results: Summarize and display the results of your research. Provide charts, graphs, tables, etc. as they might apply to your research. What is the answer to your research question? State whether you reject or fail to reject the null hypothesis based on your study.
6.Discussion and conclusion: Summarize the entire study, and reflect on it. What are the ?take-home? messages that management and other decision-makers can use from this research to make informed business decisions? In retrospect, what are the strengths and weaknesses of the study? What are your suggestions for future research on this topic?
7.References: List your references in correct APA format.
8.Appendix: If applicable.

Writing the Research Project

The Research Project:
1.Must be 10 to 12 double-spaced pages in length (not including the title page, reference page, tables, appendices, etc.) and formatted according to APA style as outlined in the Ashford Writing Center.
2.Must include a title page with the following: a.Title of paper
b.Student?s name
c.Course name and number
d.Instructor?s name
e.Date submitted

3.Must begin with an introductory paragraph that has a succinct thesis statement.
4.Must address the topic of the paper with critical thought.
5.Must end with a conclusion that reaffirms your thesis.

Just about every workplace offers the opportunity for an employee to accidentally trip and fall. Slippery spots and stuff in the aisle to trip over can be found in restaurants, offices, and warehouses, as well as factories. Of course, many such falls are the result of employee carelessness. Nonetheless, while the resulting injuries seldom reach the level of severity we tend to associate with, say, fires in grain elevators or chemical explosions, they are painful and often incapacitate an employee for months.
EDS, a British energy company, recognized a problem in this regard that merited attention. As a result of some concerted action, injury rates from slips, trips, and falls declined significantly.

Review the video below:
Leading energy company tackles slips and trips (n.d.). Health and Safety Executive. Retrieved May 26, 2014, from http://www.hse.gov.uk/slips/experience/energy.htm

Also visit the deontology and stakeholder analysis content discussed in the ?Ethical Business Reasoning From Principals?.

Answer these questions:
? Who are the stakeholders when a worker falls and is injured?
? Should companies take steps to prevent slips and trips, even though worker carelessness is typically at fault? Explain in terms of ethical norms and principles.
? What is your evaluation of the EDS program described in the video?

Write a 4-page paper, not including reference page, to answer these questions.

Background reading:
Following is a list of sites relating to workplace safety. Refer to them as you deem necessary. You will find these helpful in your case research.

Business Case for Safety and Health. (n.d.). Occupational Safety and Health Administration. Retrieved May 26, 2014, from http://www.nsc.org/products_training/Training/workplacesafety/Pages/WorkplaceSafety.aspx

National Institute for Occupational Safety and Health. (2014). Center for Disease Control and Prevention. Retrieved May 26, 2014, from http://www.cdc.gov/niosh/homepage.html<

Occupational Safety and Health Administration. (2014). US Department of Labor. Retrieved May 26, 2014, from http://www.osha.gov/.

Safety Online. (n.d.). Retrieved May 26, 2014, from http://www.safetyonline.com
Workplace Safety (n.d.). National Safety Council. Retrieved May 26, 2014, from http://www.nsc.org/products_training/Training/workplacesafety/Pages/WorkplaceSafety.aspx

Requirement: This is your end-of-block exam for L100. The purpose of this assessment is for you to demonstrate your achievement of the TLO for L100. The TLO for L100 is, ?Explain how field grade officers lead in the development of organizations and leaders to achieve results.?
This exam is based on the 56th Armor Brigade Combat Team case study and the L100 learning objectives. The L100 exam case study is available to you in a separate document. You will answer the questions from the perspective of the new brigade commander, LTC (P) Osborne.

You will synthesize the organizational development processes you learned from the L100 lessons (specifically L101-L109) and apply them to a problem. The assessment rubric for the exam is listed below on page two and provides the grading criteria for the exam question. Ensure you address the specified criteria when formulating your response. Ensure you write your response as an essay.

The L100 exam requires you to write your essay in first person to take personal credit for your leadership knowledge, skills, and abilities. Your answer will be no less than four (4) pages and no more than five (5) pages in length (double-spaced, using 12-point Times New Roman Font, and one-inch margins). Your completed essay is due at the end of the block, after lesson L111. The L100 exam is worth 60% of the L100 block grade.

In addition to the case study, you MUST integrate concepts from L100 into your responses. Specifically, you should use some of the models or theories discussed in L100 as you answer your exam. However, do NOT regurgitate the process or model; instead, explain how you will use the process or model applied to the exam case study. Finally, you do not have to submit a CGSC Form 1009w writing evaluation for this assignment.

Always cite your sources. If something is not your original thought, you need to cite your source using either footnotes or endnotes IAW the Turabian style of documentation; do not use parenthetical citations. This includes direct quotations, paraphrases, and summaries of the assigned readings, doctrinal references, or outside sources. You may use the L100 online lessons, readings, and reference materials to help you prepare your assignment. You also may use ST 22-2 as a reference for writing.

ALL work must be your own. You may NOT discuss this exam with any other person except your DDE academic advisor or faculty member. Another person may proofread your paper for correctness and clarity only; however, this person may not be a current or former CGSOC student. You must list this person as a reference in your footnotes or endnotes.
Questions

Using concepts from L100, what is the critical leadership problem facing the 56th ABCT? How will you use the processes and concepts from L100 to improve the ABCT and achieve your vision? Clearly and comprehensively, explain, defend and justify your answers.
Assessment Rubric
Evaluative Criteria (90 Points)
Score

Apply critical-thinking skills to identify, explain, and defend the selection of the critical leadership problem. Use relevant facts and assumptions from the 56th ABCT case study to support your argument. (30 Points)

Describe your vision for the brigade. (10 Points)

Applying concepts and processes from L100, describe how you will solve the problem, implement your vision and how you will measure effectiveness in achieving your vision. (50 Points) 1
Communication Criteria (10 Points)

The introduction clearly states the thesis and introduces major points.

Major points are fully developed using clear reasoning.

The conclusion reinforces the thesis and major points.

Style is concise, primarily in active voice, and generally free of errors in grammar, punctuation, and spelling.
-----------------------------------------------------------------------------------------------------------------------------------------------------------
HERE IS THE CASE STUDY
US ARMY COMMAND AND GENERAL STAFF COLLEGE
US Army Command and General Staff School
Command and General Staff Officer Course (CGSOC) Common Core
L100: Developing Organizations and Leaders

L100 Exam Case Study
AY 13-14
?The 56th Armored Brigade Combat Team?

You are LTC Osborne a promotable lieutenant colonel who commanded a battalion in the 56th Armored Brigade Combat Team (ABCT). One month ago, you returned to the 56th ABCT after a 2 ?-year absence to assume the deputy brigade commander?s (DCO) position. While you are excited about getting reacquainted and acclimated with your old unit, you know a lot has happened, including a deployment, in your absence.

The 56th Armored Brigade Combat Team (ABCT) returned from Afghanistan 55 days ago and is now in its RESET phase of the ARFORGEN process. The 56th?s parent division headquarters and the other divisional BCTs did not deploy with the brigade. Instead, the 56th ABCT worked for two other divisions during their deployment and with a number of other BCTs. Further, due to operational needs and capability shortfalls in another brigade, the 56th detached one of its combined arms battalions for thirteen of the deployment?s fifteen months. The brigade has been back at home station for almost two months; reintegration training and block leave are complete. As you settle into your new position and surroundings, you realize that few, if any, of the ABCT staff remains from your last tour with the unit. Further, many of the current ABCT staff will PCS in the next few months. The change of command for five of the battalions is scheduled in the next 30 days. Your initial conversations with COL Timmons, the brigade commander (BCO) and CSM Rose, the brigade command sergeant major, were positive. Both appear to have genuine concerns about the actions needed to improve the brigade and prepare it for the next mission. Your discussions with LTC (P) Mills, the outgoing deputy brigade commander (DCO), seemed out of synch with the BCO and CSM and caused you some concerns about the current climate within the brigade.

You remember just three short years ago, the 56th ABCT was considered among the best maneuver brigades in Forces Command. By all measurements, the brigade excelled. Morale across the brigade was high, as it seemed the brigade attracted the best of the officer and non-commissioned officer corps. Leaders wanted to lead, Soldiers wanted to soldier, and a supportive family atmosphere existed among the battalions. There was a strong work ethic. Problems existed, but there was a prevailing attitude that all could be resolved. More often than not, the problems were solved at lower levels and rarely reached the brigade command level. Competition within the brigade existed, but it was positively oriented toward the success of the brigade. Frequent coordination occurred among peers to share information, resources, and lessons learned. Often, the brigade and battalion officers would meet informally for happy-hour type social events. Although these were definitely social occasions, the leaders could not help but discuss ways to improve their brigade. Leaders shared information freely with little regard for ownership or competitiveness. Often, the battalion and brigade commanders were active participants. Brigade officers were often ridiculed by their peers in the division as ?whackos? who always wanted to discuss ?work? issues. A similar environment existed among the battalion and brigade NCOs. Now it appears the environment has changed and the battalions are competing not to improve the brigade, but to make themselves distinct from the brigade. Camaraderie amongst the outgoing battalion commanders and command sergeant?s major appears to be only skin deep. You are concerned this is due to the environment set by the BCT command team.

Just prior to your departure as a task force senior trainer at the Joint Multinational Readiness Center (JMRC) in Germany, the 56th ABCT received notification its deployment location changed from Iraq to Afghanistan and the deployment would be 15 rather than 12 months long. As a battalion commander, you took pride as you observed all leaders pitching in to ?make it happen.? Although some officers, non-commissioned officers, Soldiers, and families voiced concerns about the impact the deployment?s length and the significant change in operating environment could have on the brigade, all were committed to making the transition occur as smoothly as possible. Soon after the notification and your departure, the brigade experienced a change of command. The new brigade leadership team assumed responsibility for the predeployment train-up period. Your remaining brigade contacts indicated the transition and train-up seemed to go as well as could be expected. The 56th completed its Mission Readiness Exercise (MRE) at the National Training Center and deployed for war.

While the majority of the brigade took block leave over the last month, you had the opportunity to review a number of historical documents, attend routine battle rhythm events, speak with members of the brigade, and walk around the brigade?s footprint.

Your review of the brigade?s historical unit status reports indicates the 56th ABCT completed all necessary training and received its required equipment prior to departure. The ABCT deployed at 92 percent strength although the assigned strength was 105 percent. The commander?s comments specifically highlighted that brigade leaders and Soldiers were well-trained and qualified. The majority of the non-deployable Soldiers remained at home station for medical reasons that came to light within 60 to 90 days prior to the departure date. During the deployment, the brigade redeployed more than 100 Soldiers for non-combat-related medical problems. While the installation?s medical providers addressed many of the non-deployers? medical concerns, a significant number of non-deployable Soldiers remain on unit roles. Additionally, since returning, the number of medical non-deployable soldiers has slightly increased above pre-deployment numbers.

The brigade?s historical records from Afghanistan reveal the unit was fairly successful in accomplishing all missions. The documents suggested violence in the 56th?s sector did not significantly increase, nor did it decrease, and casualties in Afghanistan were considered light with one critical exception. Security of the populace and US forces was a major priority that was accomplished very well, but the records indicated the ABCT?s ability to support the host nation was mixed, with limited success in training Afghan Army units and police forces. It appeared the ABCT staff was able to manage day-to-day operations effectively, but struggled with their ability to capitalize on opportunities and to anticipate potential threats.

Approximately five months into the brigade?s fifteen-month deployment, a suicide vehicle-borne IED attacked a patrol in one of the maneuver battalion?s sector. The attack killed the brigade commander, brigade command sergeant major, and one of the battalion commanders as well as wounded several other Soldiers and Afghan Security Forces. In the immediate aftermath of the attack, LTC (P) Mills assumed command of the brigade until the arrival of COL Timmons and CSM Rose. The division headquarters assigned LTC Hendrix, a battalion command-selectee already with the brigade, to assume battalion command.

Another document you reviewed was a comprehensive report with the findings of a Center for Army Lessons Learned (CALL) study conducted for the 56th in Afghanistan. From all accounts, the ABCT performed as well as possible in Afghanistan, and the leadership performed well given the circumstances. However, the official record also indicated significant challenges requiring attention. The extensive study identified several specific issues that may have an impact on the BCT?s future effectiveness. You highlighted the following sections of the report.

Multiple and often incompatible communications systems hampered command and control throughout the brigade. At battalion and below levels, the varying battlefield, electronic, and environmental conditions required leaders to carry multiple radios to communicate effectively. Further, the dispersed nature of multiple combat outposts and Joint Security Stations created significant digital network challenges for the brigade?s network technicians. The digital network frequently crashed making communication loss between the brigade and subordinate battalion headquarters a normal, if not daily, occurrence. While tactical satellite and high frequency radios provided some redundancy, the limited number of systems and frequencies available to the brigade in some cases created operational and personal friction.

Personnel authorizations on the battalion staffs were not sufficient to allow 24-hour operations over a sustained period. Often, battle captains were taken ?out of hide? to conduct the mission, resulting in unqualified and untrained personnel attempting to perform battalion tactical operations center functions, especially during the evening hours. This contributed to increased friction between the brigade and battalion staffs.

During the brigade?s deployment, the DCO was tasked at different times to supervise the MiTTs operating within the brigade?s battlespace, synchronize the operations of the brigade support battalion at a different forward operating base, be the ?voice? of the ABCT to the media, LNO to coalition forces, and act as a BCT chief of staff. These varied missions for the DCO created confusion within the brigade, and this confusion created the perception of a weakened ABCT command structure. This perception was strengthened when COL Timmons assumed command but left many of the responsibilities for daily operations with the DCO.

The modular BCT structure, first implemented during your time as a battalion commander, continued to create training challenges, especially within the combined arms battalions. Whereas previously the maneuver battalion commanders and staffs were able to focus on traditional infantry and armor skills (e.g., Bradley and tank gunnery, individual infantry and armor soldier skills, infantry and armor platoon skills), the same commanders and staffs were required to attain and maintain proficiency at planning and executing individual and collective skills in areas outside their areas of expertise. Moreover, the report identified subject-matter expertise, once resident within the maneuver battalions, was diminished within the maneuver battalions. The impact of this additional complexity and burden was identified at all levels of leadership. The Army?s decision to augment the brigade with three MiTTs just prior to the MRE required the leaders to rethink combat organization. The BCT never quite compensated for this additional mission even after COL Timmons, who had MiTT experience, arrived to take command. The strain between the MiTT mission and the combat role of the BCT was known throughout the BCT and the division staff.

The Afghanistan environment placed severe demands upon available manpower. Specifically, the need to protect the population and expand operations in previously unsecured areas increased the need for infantry squads. As a result, armor, engineer, artillery, and other Soldiers filled the void performing typical infantry tasks and not their own military occupational specialty core competencies. Soldiers from the forward support companies also augmented maneuver platoons as vehicle drivers and as alternate quick reaction forces within the maneuver battalions.

The 56th ABCT trained for the wrong mission-essential tasks during its training ramp-up for deployment to Afghanistan. The brigade trained exclusively on their assigned M1 Abrams, M2 Bradley combat platforms (focusing on gunnery skills and qualification) prior to deployment and during stability operations. However, upon arrival in theater, operational necessity required use of seven different mine-resistant armor protected variant vehicles in lieu of tanks, Bradleys, and up-armored HMMWVs. The brigade had few assets available at Bagram Airbase to execute drivers? training during RSOI, requiring the creation of a driver?s training program to train drivers during the first few months in combat. Further, the number of ?patrol sets? required to support the operational tempo (OPTEMPO) affected not only the maneuver units, but the brigade?s special troops battalion (STB) and the brigade support battalion (BSB). The brigade STB was specifically affected due to a lack of critical MTOE authorizations for the battalion staff to support both brigade and battalion operations. The dispersed nature of the battalions required the BSB to spend increased time on the roads resupplying outlying locations. Lastly, during pre-deployment train-up, the artillery battalion provided indirect fire support for the cavalry squadron and combined arms battalions? tank and Bradley platoon qualification tables. The six months dedicated to supporting this mission, including both an internal artillery gunnery certification program and the direct support to maneuver platoons, limited the amount of time available at the platoon and battery level to train on dismounted infantry and patrolling skills.

The stability operations mission created unique issues for the 56th ABCT. Although the size of the ABCT staff had a positive effect on shaping operations within their battlespace, the additional tasks associated with resourcing and supporting the MiTTs from members of the BCT staff created a ?dual-hatted? staff, which reduced the staff?s effectiveness.

The CALL Report also indicated a potential problem exists within the culture of the organization. The desire to be seen as an elite, highly professional unit led to the development of unit rituals that were generally good natured and helped instill an espirit de corps within the unit. However, the CALL reports contain information that implies some NCOs and junior officers allowed these events to devolve to an extreme degree during the deployment. The report suggests that the events have progressed from espirit building to ?sanctioned hazing? according to one junior NCO.

You also received a 360-degree commander and staff assessment of the 56th ABCT from the Center for Army Leadership?s Leadership Assessment and Feedback Program. A summary of trends from the assessment indicates that the staff had the trust and confidence of the subordinate units. It revealed the NCOs display confidence in their abilities and have a good tactical and technical knowledge. On the other hand, the assessment revealed that commanders shared a lack of willingness to include subordinates in decision-making, and they fell short of expectations on developing subordinates, coaching, and counseling. This is apparently driven by a seeming lack of concern for leader-development by the brigade commander. The report indicates company commanders are not routinely counseled on their performance and receive little to no developmental guidance from either their rater or senior rater.

Recently the BCT HQ completed a command climate survey. There are some inconsistencies in the survey report. Many of the Soldiers within the HQ seem to like being a member of the BCT but report they are stressed because of the upcoming deployment and the effect they anticipate on their families. In addition, there is clearly some disappointment with the leaders in the BCT indicated by comments like, ?COL Timmons tells us in formations to take care of our families but he never gives us time to do the things we need to do for them. My wife is really fed up with this unit.? Another comment reads, ?MAJ Wilson (brigade S4) is always talking to the female soldiers. I can tell he makes them uncomfortable by the amount of attention he pays them. There are some that he even goes out of his way to get into his office. I think it is affecting the performance of the section but what can I do, I am only a specialist.? You can find no indication that any action was taken by the BCT leadership on the issues within the survey.

The last historical document you reviewed was the brigade?s RESET plan and timeline. A careful study of the document reveals the brigade is currently at R+55. According to the DA G3/5/7 RESET EXORD for the brigade?s redeployment, the brigade has another 125 days in the ?RESET? Force Pool before transitioning to the ?Train/Ready? Force Pool. Of immediate concern is the pending arrival of the unit?s containers and redeploying equipment not turned in to Army Material Command (AMC) in Afghanistan. The ship arrived at the port ten days ago and immediately began downloading equipment to rail back to home station. Equipment is expected to start arriving and be complete over the next two weeks. Of critical importance is the turn in of ancillary equipment (NBC, NVGs, and radios) to the Special Repair Teams beginning in ten days. The Special Repair Teams are expected to keep the brigade?s equipment for the next 4 to 6 weeks to complete technical inspections and repair.



You attended the AMC ARFORGEN synchronization conference last week for the ABCT. This included representatives from FORSCOM, Department of the Army G1, G3/5/7, G4, G8, AMC, and the division staff primaries. You learned from the PM ABCT representative that because the brigade turned in all of its combat platforms (tanks, Bradleys, M113s, Paladins, and TOC equipment) at Bagram during redeployment, you will not receive your new issue for at least another 90 days. Further, PM TOC told you the brigade will receive all new TOC equipment (tracks, tentage, and C2 systems), but he did not think the equipment would be ready until another 85 days. The CECOM representative also provided less than optimistic information regarding RESET of the brigade?s satellite communication packages. Because the brigade chose to forego much-needed system upgrades prior to the last deployment, the majority of the components on the existing satellite trailers are out of date and no longer under warranty. Additionally, the Army is fielding new communication trailer systems over the next three quarters of the fiscal year with the brigades not scheduled for delivery until just before R+180. Lastly, the AMC representative informed you the ancillary equipment (wheeled vehicles, trailers, water buffalos, MHE, etc.) the brigade turned into AMC prior to the deployment as left behind equipment will be ready for reissue over a 7-week period beginning at R+80.

While the information provided at the conference seemed pretty grim, the division chief of staff, who attended the final outbrief, pledged to both COL Timmons and you he would remain on top of the division G4 and G8 to ensure program managers and AMC upheld their end of the RESET agreement and returned equipment to the brigade as soon as possible.

The manning section of the RESET plan looked optimistic. The brigade was just about to end the DA mandated 60-day stabilization window and begin shedding people as they PCSd to new assignments or ETSd out of the Army. Most significantly, the change of command ceremonies for five of the brigade?s battalions will occur in the next two weeks. LTC Hendrix, commander for one of the combined arms battalions, and COL Timmons, will remain in command for at least the next 12 months. On a positive note, about half of the field grade officers in the battalions will remain in the brigade because they deployed late after completing CGSOC or their division staff time. The battalion XOs all appear competent and have a good understanding of their battalions? strengths and weaknesses and brigade-level systems. The brigade did receive some replacement personnel during the deployment, and can expect HRC to fill the brigade at 80 percent available strength overall and 75 percent senior grade during the RESET window.

Major Wilson is the brigade S4. The S4 section performed poorly during the last deployment. While MAJ Wilson appears to be a good officer who knows the technical aspects of supply and maintenance management, he suffers from a lack of understanding of how to run his staff. Many of the brigade leaders view his section as lacking commitment to the ideas and direction of the brigade commander. The battalion commanders note that the S4 section can meet critical supply efforts to support operations, but struggles with the myriad of garrison procedures and inspections. The S4 section has conflict with the division G4 that has lead to an adversarial relationship. The soldiers in the section seem unmotivated and have a general lack of discipline across the group.

Major Springsteen, the brigade?s S6, appeared to be the least likely officer to complain about workload. However, last week after a particularly stressful staff meeting, he commented, ?Sir, I know you are busy, but I have to talk to someone. I?m not sure how much more of this I can take. Nothing we do on this staff seems to be good enough and staffing actions never seem to get the time they deserve. We?re not allowed to make routine decisions at our level, and it seems we jump from one crisis to another with no apparent vision. I thought when we returned from Afghanistan the pace would improve a bit, at least for a short while, and allow me to once again get acquainted with my family. It has been far from that! I even had my leave shortened to support the division command post exercise. A division CPX for crying out loud! We just returned from combat! We were told the division?s new staff needed to resolve some internal staffing procedures, so they scheduled an out-of-cycle training exercise. Given this division?s 24/7 mentality and helter-skelter attitude, I would almost rather be back in Afghanistan. At least there everyone knows they have to work 24/7, and no one really expects to know what will happen next. Plus, you don?t have the family wondering why Daddy isn?t home. Even my wife, who basically ran the brigade?s family readiness group (FRG) when we were deployed and is a very dedicated Army wife, is about to throw in the towel.?

Last week, you witnessed an exchange at a BCT command team meeting. The commander and command sergeant major of one of the brigade?s combined arms battalions provided COL Timmons and CSM Rose a detailed review of the effect of the installation?s ?red cycle? on their unit training plans, receipt of equipment and execution of the reset of personnel and equipment, reestablish garrison systems, and leader and incoming Soldier training to address shortfalls identified in Afghanistan. The battalion commander stated, ?We?re caught between a rock and a hard place because we tell Soldiers to reconnect with their families after being away for fifteen months, then pile so many competing requirements on the plate they have to work until 1900 hours each night to meet suspenses. When you add on red-cycle taskings, the problem increases because you have fewer Soldiers to do the same amount of work. When I have to defer equipment turn-in for two weeks or keep Soldiers late telling them it?s more important to guard motor pools and ranges than recover our equipment from war, we all lose credibility. Soldiers know the difference between activity to keep them alive, and make-work.?

The battalion CSM added, ?This is worse than I?ve ever seen it. It seems we cannot catch a break on the ever-increasing extra duties and work details. When I mentioned this to the division CSM at his last senior NCO call, he dismissed me by saying, ?we have had red cycles throughout my 26 years in the Army. They?ll always be here, so live with it. Quit complaining! You guys have been nothing but whiners since you returned from Afghanistan!??

The response of COL Timmons to both of his subordinate leaders was telling. He responded with, ?Commander, you have to figure it out! Nothing is coming off the plate. Do not expect me or my sergeant major to plead your case with the division. This is life! Meet the mission!?

Your experiences with the officers in the brigade S3 shop were positive. All appeared professional, cooperative, and well-motivated by LTC Fogarty. However, recent comments to you by two battalion S3s indicated a dictatorial side to the brigade S3. They mentioned Fogarty?s unwillingness to consider new ways of approaching the diverse training needs brought by the reconfiguration. Moreover, Fogarty indicated if they took their concerns to their battalion commanders (one of whom was fairly new) they would regret it. When you mentioned this to LTC (P) Mills, he stated, ?Hell, that?s just Fogarty flexing his muscle. There?s no better brigade S3 in the division, and everyone knows it. Those battalion officers need to quit sniveling and get to work.?

As you moved throughout the brigade, you perceived an undercurrent of discussion that centers on a potential incident of sexual harassment within the brigade between an officer and a soldier. The conversation centers around one of the ?superstar? company commanders within the brigade, CPT Cooper. As a platoon leader, he was in charge of the PSD for COL Timmons. After the deployment, COL Timmons placed CPT Cooper in command ahead of other senior captains that were waiting for command. While these are troubling discussions, you assume they are formed from jealousy among the other officers in the brigade. You recall your initial conversations with the DCO and begin to wonder about the depth of the apparent positive command climate within the 56th ABCT. When you mention what you heard to LTC (P) Mills he avoids the question and changes the topic of discussion to a number of late personnel actions from the S1.

In a private conversation last week, CSM Rose mentioned ?I?m worried about my senior NCOs. They appear competent, but I don?t see any results from their work. There appears to be little teamwork among themselves and their officers. When I ask them why they don?t speak up and get involved, they ask, ?Why should I? Nothing ever comes of it. Our officers are only concerned about themselves, not the unit.??

You have also found out the BCT is experiencing a growing trend in three negative areas: domestic abuse, DUI, and divorces. The increases are across all battalions as well as the HQ. The reports are a strong indicator of the increased stress across the BCT. While the BCT commander put policies in place to ensure immediate reporting of both abuse and DUI cases there is no plan for prevention. The BCT seems to be in a react mode in these areas. Your discussions with the BCT chaplain confirm the increase in divorces. He mentions to you the reason appears to be marital unfaithfulness during the last deployment and a continued OPTEMPO that is causing the spouse at home to feel alone and without hope. He also indicates he believes most of the issues with infidelity are internal to the brigade with a few cases among the senior members of the brigade staff that are still on-going. Col Timmons?s response to the chaplain?s concern about these allegations was simply, ?Those are only rumors. Don?t bring me that stuff without proof!?

Finally, your informal conversations with friends within the division suggest the 56th gained a reputation in Afghanistan for being very ?heavy-handed? in dealing with locals While the characterization started during the initial relief-in-place/transition of authority their behavior took a marked downturn after the death of the brigade command team and battalion commander. According to several sources outside the brigade, this approach appeared to inhibit the brigade?s ability to conduct host-nation responsibilities. One of your more trusted sources stated emphatically, ?Mills?s negative attitude of the Afghanis created a cancer among some within the brigade, and it?s still there. COL Timmons only made things worse with his hyperbole and force oriented approach to the security in the BCT AO. You need to be very careful.?

The past few weeks have been a blur for you. You understand the brigade has undergone numerous changes and know significant challenges lie ahead. Fortunately, the information you received from historical records, CALL and CAL assessments, and conversations and observations with leaders throughout the brigade and division provided some much-needed information. COL Timmons knows there is not much time before the brigade will be back in the rotation for deployment and he appears nervous about preparing for a return to the same area. You are scheduled for a meeting with the brigade commander to provide your assessment of the brigade?s status and to chart a course for the next few months. Your major concern is where to start.


One Week Later

Situation:

You are the deputy brigade commander, LTC (P) Osborne. At 22:00 hours yesterday the division secretary of the general staff called and asked you to report to the division commander?s office immediately. Upon your arrival, the division commander informed you he has lost confidence in COL Timmons?s ability to command effectively. He also informed you that you would immediately take command of the brigade.

As you leave the meeting with the division commander, you know you need to identify the significant challenges you see within the brigade, the processes you might use to improve the brigade, and how you will know you are successful in improving the brigade.


Requirement:

You will answer the L100 exam (in the form of an essay) related to this case study and the situation described above. You MUST integrate concepts from L100 into your responses. The L100 exam contains the specific instructions and grading criteria.

Imagine you are a professor of religious studies at State University. The town you live and teach in has seen the growth of a number of religious communities. In fact, the town is quite proud of the variety of religious groups that call this place home. But a problem has arisen: all of the groups have different calendars of holidays and festivals. The people in those communities want the same kind of consideration that Christians of all persuasions and the status Jewish residents have enjoyed for years. But the state requires that children get no less than 150 days of schooling.

You have been hired to study the problem: on one page, chart a calendar of celebrations. On a second page, explain the implications of honoring these celebrations for children of diverse traditions who are being educated together. On a third and fourth page, make recommendations as to how the school board could meet its obligation while being sensitive to the sensibilities of the many parents who send their children to school because they believe that a good education is crucial to social success. On a fifth page, discuss the reasons for your recommendations.

What would you recommend to the board? You must spell out the reasons for your recommendations using the several sources

Please use only scholarly sources.

MKT 100 - Assignment 2
When writing please answer the 8 questions below. . Include an introduction and conclusion paragraph to create a concise and coherent presentation of your ideas. See attachment .

Assignment 2: Observation and Analysis of Local Business

Due Week 10 and worth 210 points
Select and observe a small business in your area. Please do not use a chain or
franchise. You should observe the business in person. If you wish, you can also speak to
the manager or owner if they are available. Based on your observation, answer the
following questions in a 4-5 page paper:
1. Identify the business name, location, and hours and days of operation.
2. Thoroughly describe its products and/or services. Describe their store and
storefront. What image are they portraying to the customers?
3. Give examples of the type of marketing that this business uses to promote their business
and describe why they chose these methods.
4. Identify their customer. Describe their target market and their secondary market. (These
two groups should be a very specific and clearly defined. Do not feel like you are
excluding anyone. You are just defining who they are focusing their marketing activities
on.)
5. Identify two competitors and describe how this business differentiates itself from them.
6. Does the business have a competitive advantage? Explain why or why not.
7. In your opinion, what challenges does this business face in the near future? Explain your
reasoning.
8. If this were your business, what would you do differently? Focus on things we discussed
throughout the class such as marketing activities, interactions with customers, public
relations, image of the brand, social media, etc. Explain your response.
Your assignment must follow these formatting requirements:
? Paper must be typed, double-spaced, using Times New Roman font (size 12), with
one-inch margins on all sides; citations and references must follow APA or schoolspecific
format.
? Include a cover page containing the title of the assignment, the student?s name, the
professor?s name, the course title, and the date. The cover page and the reference
page are not included in the required assignment page length. Include an
introduction and conclusion paragraph to create a concise and coherent
presentation of your ideas.
Grading for this assignment will be based on answer quality, logic / organization of the
paper, and language and writing skills.

Background
OpenStax. (2015). Introduction to Ecology and Evolutionary Biology. Creative Commons License 4.0: http://creativecommons.org/licenses/by/4.0/
Chapter 4.5: Climate and the Effects of Global Climate Change (pp. 96-101)
Chapter 7.1: The Biodiversity Crisis (pp. 192-197)
Scientific American. (2012, December 4). How does radiocarbon dating work? - Instant Egghead #28 [Video file]. Retrieved from https://youtu.be/phZeE7Att_s
Recent Extinctions
Extinctions in the recent past and the present day. (2017). Sam Noble Museums. Accessed on August 15, 2016, at http://samnoblemuseum.ou.edu/understanding-extinction/extinctions-in-the-recent-past-and-the-present-day/
Case
Hillis, D. M., Sadava, D. E., Heller, H. C., & Price, M. V. (2012). Certain biogeochemical cycles are especially critical for ecosystems. (2012). Principles of Life, first edition.
The greenhouse effect. (n.d.). PhET Simulations. Accessed on July 26, 2017, at http://phet.colorado.edu/en/simulation/greenhouse
University of California, Berkeley, Museum of Paleontology. (n.d.). Geologic time. Accessed on August 8, 2014, at http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/gtpage1.html.
[Note: If you have trouble viewing some of the course materials, install Quicktime and the Adobe Shockwave Player, both of which can be downloaded free online at http://www.adobe.com/products/shockwaveplayer.html and https://support.apple.com/downloads/quicktime
Mass extinctions are periods in Earth\'s history when abnormally large numbers of species die out simultaneously or within a limited time frame. The Cretaceous-Tertiary (or K-T) extinction event is probably the best known to many people because it wiped out the dinosaurs, but many other mass extinction events have occurred throughout the history of the Earth. Some of these mass extinction events are even more devastating than K-T. The most severe occurred at the end of the Permian period when approximately 96% of all species disappeared. Many smaller-scale mass extinctions of plants and animals have occurred as recorded in the fossil records. Discover more about Earth\'s major extinction events below in the following Case Assignment.
Case Assignment
STOP! Make sure you follow the links
Case Part I: Geologic History of Earth
The first part of this assignment requires that you consider the history of extinction on our planet as explained in the links you viewed on the Home page. From the Museum of Paleontology tutorial on the Home page, answer the following questions. Use full sentences in paragraph form:
1. When you clicked on the ?bookmarks,? which events were listed and in what order (there were six)?
2. In the Geologic Time Scale section, images of which organisms are included in the Archaean time period?
3. Which three periods of time are described as ?Eras?? List the representative organisms included in the photos that appear when you click on each Era.
4. From the Sam Noble Museum Mass Extinctions

How many major mass extinction periods are listed here? Follow the links from that page to learn more about each period. What caused each, and which major groups of species disappeared from each period?
5. Choose two of the recent extinctions listed on this link and explain how they occurred.
Case Part II: Global Climate Change
Scientists have concerns that human activities are changing our environment at rapid rates that could result in a sixth mass extinction. Let?s examine the evidence:
Review this tutorial on the carbon cycle and greenhouse gases.
6. What was listed as human activities related to greenhouse gas production?
7. Opponents of the theory of global climate change, propose that extinctions are a normal part of our planet?s history and that the temperature of the planet has also historically fluctuated.
Go to the PhET Greenhouse Gas simulation here: http://phet.colorado.edu/en/simulation/greenhouse

Click ?Run Now? or arrow to start.
? Select the ?Greenhouse Effect? tab. Which greenhouse gases are being measured by the simulation?
? The thermometer represents the average global temperature. What is the average global temperature for the ?today? simulation? (give some time for the simulation to adjust). How does adding clouds affect the temperature?
? Increase the greenhouse gas concentration to ?Lots.? What is the average global temperature?
? Reset the simulator and click on the ?1750? button and record the minimum temperature and gas levels: CO2 _____ CH4 _____ N2O _____
? Reset the simulator and click on the ?Ice Age? button. Record the minimum temperature and gas levels: CO2 _____ CH4 ____ N2O ____
8. Describe how, according to the model, the effects of greenhouse gases on the Earth?s atmosphere has changed from the Ice Age to today. Which mass extinction from the Natural History Museum website in Part I does this remind you of? Why? What would happen if there were no greenhouse gases? (Adjust the greenhouse gas concentration level to \"None.\")
Part III: Drawing Conclusions
Now provide a summary paragraph that explains what conclusions you can make for yourself based on the evidence provided and what you now know about the geologic time scale of the history of the Earth. What questions are still left unanswered for you?
Assignment Expectations
Organize this essay assignment using subtitles that summarize the topic from each question above. For example, to answer Question 1, use a descriptive subtitle like the following: Part I: Geologic History of the Earth/Major Events.
Answer each question under the subtitle using complete sentences that relate back to the question. Be sure to use APA formatting throughout your essay with 1-inch margins, 12-point type, and double spacing throughout. Include a title page, introduction, answers to the questions with subtitles, and concluding paragraph. Remember to include in-text citations within the body of the essay referencing your resources (e.g., Murray, 2014). Also, be sure to include a reference section at the end of your assignment listing all required readings and any additional resources you used to complete your essay.

Please submit a comprehensive outline to the professor for approval prior to initiating writing.

There are 3 different options below that you can choose from in order to write a 5-7 page paper:

1.The strategic management process is based upon the belief that organizations should continually monitor internal and external events and trends so timely changes can be made as needed. Change is constant in the 21st century. Globalization, world politics, increased global competition, a growing world population, cultural and religious conflict, technological and workforce changes and other factors must be addressed by every organization and individual in the world, if they are to prosper and survive.

Your organization is included. You have been hired as a management change consultant to your company (or a company/ organization of your choice). Your task is to give specific recommendations and a strategic plan of action (with a time frame) to the Board to bring about needed planned change in your company where you presently are employed or a company/ organization of your choice.

The specific recommendations the Board is seeking are how:

A. to make the organization more competitive,
B. to provide high quality customer services,
C. to become a learning organization,
D. to have employees become more creative and innovative,
E. to recruit, retain and reward a competent work force,
F. to become more technological in your operations,
G.to overcome employee resistance, with a plan to counteract resistance,
H. to prepare for the future; by creating 1-3 possible scenarios of change that the company may follow in economic downturns or in unforeseen future crises.

Present a short summary of the major Board recommendations.

Please add additional recommendations not included in the list if you feel they are important in bringing about positive change within your organization or the selected organization. You can use appropriate illustrations, charts, graphs etc. in your paper. Use creativity and imagination in your paper.


2. The entrepreneur as a strategist is : Often described as a person who organizes and manages a business undertaking and who assumes risk for the sake of profit, an entrepreneur is the ultimate strategist., Page 319 in the text. This individual makes all the strategic management and operational decisions for the company. America was built on small business ventures.

You are considering opening your own small business. For you to become an entrepreneur you must consider both personal and external conditions plus other critical factors before embarking on this new business enterprise.

In a well organized paper of at least 5-7 pages:


A. Assess and describe whether or not you have the personality, skills and goals to become a successful entrepreneur.
B. Select a business idea or concept by examining and describing its feasibility and validity- Describe the businesses products or services of your venture.
C. Carefully analyze the market with a TOWS matrix analysis.
D. Who are the potential customers?
E. Develop a well thought out strategic business plan- See Page 322.
F. Secure financial resources- state where you would seek financial help.
H. How much money will you need for this new venture?
I. Create an organizational structure with an explanation of the chart or structure.

Present a short summary of the proposed venture.
The External Links will be helpful in researching this topic. You can use appropriate illustrations, charts, graphs etc. in your paper. Use creativity and imagination in your paper.

3. Just as boards of directors vary widely on a continuum of involvement in the strategic management process, so do top management teams. For example, a top management team with a low involvement in strategic management will tend to be functionally oriented and will focus its energies on day-to-day operational problems. In contrast, a top management team with high involvement will be active in strategic planning. Both boards of directors and top management can be placed on a matrix that reflects some basic styles of corporate governance. Some styles are chaos management, entrepreneurship management, and partnership management. Research these styles, examine the philosophies behind each style, and identify examples of organizations that illustrate the dynamics associated with each style. Speculate which style/s is/are the most effective, the least effective, the most prevalent, and the least prevalent. Justify your answers.

This is a doctoral comprehensive exam. The writer should thoroughly answer the following question:
Schein (1992) wrote, Culture is the result of a complex group learning process that is only partially influenced by leader behavior. It is in this sense that leadership and culture are conceptually intertwined (p.5). Analyze the role of learning in cultural development. Evaluate the psychological, social, and behavioral dimensions that constitute leadership and culture being intertwined.
Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco: Jossey-Bass.

The writer must be a Ph.D. with knowledge in the field of leadership and organizational culture. The focus of this paper is on the role of learning in cultural development as seen in the psychological, social and
behavioral dimensions that occur where leadership and culture intertwine.
The writer must use bloom's taxonomy to analyze, synthesize and evaluate the literature. The paper should be 16 pages long not including the list of references. The paper should be written following APA 6th edition.
I have already written my response and submitted it to my committee. unfortunately I did not pass and was asked to rewrite the response and incorporate the readers' feedback.
I will email a copy of my response and a copy of the readers' feedback for the writer to review in order to avoid the mistakes I made and follow the readers' guidelines.
again this is a doctoral level comprehensive exam paper, so the writer should demonstrate the ability of critical thinking, evaluation, analysis, and synthesis according to blooms taxonomy.
Thank you! if you have nay questions, please do not hesitate to call me or email me to clarify what is needed.
There are faxes for this order.

It's a Master Level Research Proposal for PH.D entrance purpose. APA style please. With around 18 to 20 references. The research is to examine the factors that affect the motivation in university language learners who register in Chinese Credit courses, who are non-Chinese heritage learners. That's to say, the research participants all are non Chinese descendants.

I will email you (about 8 pages) the more detailed info. and the proposal sectional frames set up by my supervisor. You may also take a look at my writing style from it.
In the proposal, Section of Literature Review and Theoretical Frame Work should have the major amount of citations, quotations.

English is not my first language, please do not write in fancy or too literature like language. My superviser is a man who likes straightforward, brief and clear writing style.
There are faxes for this order.

1. Critically assess the key learning & development challenges that face modern organisations in todays changing environment.

2. Critically analyse the learning and development interventions which your organisation could introduce to meet the challenges they face. Justify your recommendations

Assignment 2

3. Critically assess the key challenges that modern organisations face in evaluating learning and development interventions.

4. Critically analyse the opportunities for evaluating the learning and development interventions within your organisation. Justify your recommendations

A well structured assignment which progresses paragraph by paragraph is going to earn you significantly more marks than one which is poorly organised and leaves the reader feeling confused

Introductions
The introduction is vital in showing the reader just how well you have understood the question set and in indicating how you have answered it. This involved providing enough background knowledge to put the essay into context and enough information so that the reader will know which aspects your assignment concentrates on.

A good introduction will:
a) show that you are going to answer the question
b) show that you understand the issues, their implications and context
c) indicate the structure of your answer, making clear the main areas that you are going to write about
d) show evidence that you have carried out some research by making reference to your sources
e) consist of approximately 10% of the total number of words (eg 300 words in a 3,000 word assignment)

Developing Human Potential ??" Assignments 1& 2

Your introduction should set the scene by explaining the journey you intend to take to answer the two key questions which make up this assignment
Your challenge is to demonstrate that you appreciate the key learning and development challenges which organisations face, and then to focus on the case study to offer some suggestions to meet these challenges



Main body of assignment

It is a good idea to consider your assignment as being made up of a series of research questions so that you can keep clear in your mind what you are trying to discover

It is important that the essay is structured is a series of well organised, themed paragraphs
Effective paragraphs should :
a) address a specific issue relating to the argument / discussion you are presenting
b) - begin with a simple topic sentence which clearly shows what the paragraph is about
- develop this in the form of information that looks at the topic in detail
- finish with a sentence that brings this to an end, and where possible, make a link to the next paragraph
c) be sequenced so that your argument or exploration progresses step-by-step

Developing Human Potential ??" Assignment 1

The slides which support your case study could be useful here to provide a guide to the assignment structure.

The first part of your main body should include Problems, Possible Causes and Learning & Development Challenges from a generic viewpoint (ie those which face modern organisations in todays changing environment)
You will find it useful to review the module sessions to find a shape this section. Your word count would not allow you to include each and every topic, so you need to be selective about what you target and how you justify is inclusion.
The kinds of issues you may wish to include are as follows :
a) The national context
b) How to ensure learning and development meets strategic objectives
c) Justifying how learning and development adds value
d) How to transfer learning and development to the workplace
e) How to support career management
f) How to manage change through learning and development
g) How to support collective learning / knowledge management
h) How to design effective learning and development
i) How to utilise new technology to good effect
j) How to achieve ethical practice

The second part of your main body should focus on the challenges which your organisation faces and the kinds of learning and development interventions which could be introduced to meet the challenges
The following headings might be helpful here in creating a structure as follows :
a) Problems
b) Possible causes
c) Key learning and development challenges
d) Role of learning and development interventions


Developing Human Potential - Assignment 2

The overall layout for this assignment follows a similar pattern to assignment 1 in that you need to offer a generic picture of the challenges of evaluation which organisations generally face which you would then follow up with specific reference to your own organisation
Although the two assignments will be assessed as two separate pieces of work, it might be useful to conceive of them as being different parts of the overall learning and development cycle.
Therefore, you might find it helpful to discuss evaluation in the context of reviewing some of the key issues which you have considered for assignment 1.
NB If you intend to signpost the reader across the two assignments, these connections should be clearly labelled and cross referenced

The criteria you will be assessed on include :
a) TOPIC KNOWLEDGE (breadth of reading including variety of sources and methodologies)
b) ANALYSIS (your highlighting of key issues)
c) EVALUATION (insightful critique)
d) UNDERSTANIDNG & SYNTHESIS (weaving and summation of ideas)
e) APPLICATION (both theory and practice sensitively applied)


Conclusions & recommendations

Finishing an assignment strongly is just as important as beginning it in a structured and informative way. The conclusion is important in highlighting the main issues raised in the assignment and stressing their relevance to the assignment question or title. A well constructed, thoughtful conclusion reinforces the impact of the assignment

A good conclusion should :
a) Be a well thought out summary of the main points / themes raised in the assignment
b) Express these aspects in a fresh way : avoid using the same language again
c) Fit in with the rest of the assignment.
d) Perhaps include a thought provoking question based on the issues covered; create vivid images or express a clearly stated opinion or statement
e) Call for action, further individual development, further research etc

Developing Human Potential ??" Assignments 1& 2

The key intention for these assignments is that you should demonstrate that you have explored the challenges, possible learning and development interventions and possible evaluation options available for organisations both from a macro, generic perspective and from a specific organisational perspective

Your conclusion should therefore summarise what you have learned about each of these stages so that you can substantiate any recommendations you are going to offer for your own future practice. These recommendations will be judged according to their being creative as well as pragmatic (ie workable)


Overall :

Your assignment will also be assessed for the following qualities :
A) REFERENCING ??" accurate citations, referencing, bibliography
(NB See above ??" need to include a range of sources which represent a variety of perspectives)
B) PRESENTATION ??" logical structure; clearly communicated

Informational interview must be someone in the criminal justice field. Law enforcement (investigations)

A 3-4 page, double spaced report of the interview

May arrange the report in question and answer format with introduction explaining the setting and how you reached the person you are interviewing, their discipline, title and a conclusion giving your impression of your meeting.

Please include the following questions/information and include 2-3 questions of your own
1. degrees and where obtained?
2. how the person chose this field?
3. where their expectations realistic?
4. general work history. what type of setting has the person worked in during his/her career?
5. description of typical day at current setting?
6. description of memorable client/case/scenario?
7. what has surprised them about working in this field?
8. if they had not done this type of work, what might they have done instead?
9. advice for students entering the field?
10. what are the qualities in a person that they feel make them excellent -----------?
11. how do they keep current in their field?
12. what do they see as some of the future trends in the field?

Outside of academics, what experiences would be good for students to have in that field?

This paper must support the following as best it can. This is a research paper that must have an Intro 3 arguments and supported pro's and con's for each arugument with a conclusion ties back to the thesis statement. THus there must also be a thesis statement and the paper must support it.

My initial intro should be as close to this as possible with any modifications you deem necessary without changing the who direction of paper.

I am attempting to focus on Disneys social, ecomomic, educational and how it affects the American cultural and children. I would like my arguments to focus on how some see Disney the man and or the parks, and animations as the best thing since sliced bread, while others see him as a self serving manic. whose cartoons, movies, parks etc. have negative effects on children, i'd like to show how some of his products are considered sexist, in poor taste and even racist. I'd like to talk about in one argument how Disney effects boys and girls differently. And if there is a religious element based in something that's just not good. The real issue I have to stress is that this is a POSITON PAPER. WITH ARGUMENTS SUPPORTING BOTH SIDES.

I have to use your information to supplement a paper that was recently done by your group that looks more like a bookreport/essay than a research paper. I will forward if it will help you intergrate sections and make a real research paper out of it. Any thing that you can use from this this writing would be greatly appreciated since I've already submitted it as my first draft, and have received comments back from the instructor that is is not a research paper, it reads more like the History of Disney paraphared from snipets of articles read.

Walt & Mickey:
How the Man and the Mouse Changed the World

When a small singing and dancing mouse appeared on the scene in 1928, it was more than just the birth of an animated mouse, but something much greater. That same little mouse changed the world in many different ways over the course of 83 years. Walt Disney created Mickey Mouse among an entire legacy of cartoon characters who would go on to impact the entire American culture ??" not just the children it was geared for. Walt Disney has used animation and imagination to bring joy and fulfill the dreams of many individuals. Anyone old enough to speak about Disney will talk about Mickey Mouse and the places where dreams come true. Disney was possessed with the astounding ability to give children a greater sense of imagination. His theme park, Disneyland, is a place unlike anywhere not only in the United States but in the world. Walt Disney has shaped childrens lives and opened their minds to worlds that seem inconceivable. For these reasons, Walt Disney changed the world and paved the way for future animators and companies.
Who was Walt Disney and why did he create Mickey Mouse? What was the inspiration? Many whom have worked with Walt Disney especially those towards the beginning of his career have stated that Walt Disney was Mickey Mouse and Mickey Mouse was Walt Disney; the pairs personalities were inextricably linked, especially in the first years of Mickeys enormous popularity (Thomas 8). However, the passage of time brought many changes in how the public saw both Disney and his mouse. In the very beginning, Mickey was quite fearless, always craving an adventure; however, the older Mickey became nearly sedate, a rather amused spectator of the comedic antics of newer members of cast (8). Like Walt Disney, Mickey Mouse is seen mainly as an iconic symbol of how the world used to be and how it is today, though both characters ??" one real and one fictitious ??" had the gift of making children smile. Their legacies will never be forgotten, but while Mickey remained a mouse and an American symbol, Disney went on to become one of the most celebrated filmmakers of all time, creating short films and feature-length animated films that bring inexpressible joy to children of all ages all over the world. His efforts didnt just affect American children, but they affected children everywhere.
How Mickey Mouse actually came to be is something that has always been of great interest; it is the subject of many tales. Walt Disney is probably to blame for this. He made up several stories related to the birth of his famous rodent. One version states that Disney was taken with a pet mouse that used to play around his drawing board when he lived in Kansas City (Thomas 88). One day as the mouse posed on the drawing board, he decided to sketch him. Another story claims that he dreamed up the mouse character on a train traveling with his wife but called him Mortimer Mouse. His wife objected to this name. She didnt like Mortimer and suggested that Disney call him Mickey instead (88). The most likely story and the one that gets the credit for the creation of Mickey Mouse is that he was an inspiration between Disney ??" the voice and personality of Mickey, and Ub Iwerks, the illustrator who gave Mickey his form and his movement (88). This would be an important collaboration as it was this serendipitous relationship that would create one of the worlds most loved characters.
It was a long road to the iconic stature that both Disney and Mickey have today. In the beginning, Mickey Mouse was simply just a reworked version of one of Disneys other cartoon creations ??" Oswald the Lucky Rabbit. One of Disneys distributors actually stole Oswald as a character and Disney was forced to come up with a new character. He was not one to ever quit and so he simply refashioned Oswald, shortening his ears, rounding out the figure a bit, and making the character, in general, more friendly and loveable (Watts 30). These round ears, face and body would come to by symbolic. Mickey was the epitome of goodness; the mouse that everyone wanted to take home. It was these qualities that people everywhere ??" especially during the Great Depression in America ??" wanted to believe in, another testament to Disneys importance.
After Disney and Iwerks brought Mickey to life, the two had to think up some short films and quickly. Disney came up with the idea of basing a short film on Charles Lindberghs recent transatlantic flight and so the two then made a short film called Plane Crazy, following up shortly thereafter with another cartoon called The Gallopin Gaucho (Watts 30). However, Mickey Mouse didnt catch on among distributors as simply illustrated short films, and so Disney decided to utilize the latest innovations in live-action films; he added sound to the first Mickey Mouse shorts (Greene & Greene 19). Disneys idea was certainly daring idea and one that would change animation film history. The Jazz Singer with Al Jolson had premiered in 1927 and Disney decided to make a film starring Mickey that would be synchronized to sound. Steamboat Willie was made as a silent film, but then its action was later syncopated to songs Steamboat Bill and Turkey in the Straw, as marks on the film cued the music, sound effects, and scant dialogue (Watts 30). Before taking the film to New York to find information about sound technology, he stopped in Kansas City and had a musician friend of his quickly compose a formal score for the cartoon which was timed according to the marks on the film (Watts 30). Steamboat Willie premiered at New Yorks Colony Theatre and it was an instant hit (Watts 30). Mickey Mouse was soon an international success (Greene & Greene 19). It was this film and Disneys innovation in animation and sound that would catapult Disney into brilliance.
In 1933, after great success with Mickey Mouse, Disney made one of the most famous short films of all time ??" The Three Little Pigs (Selden 45). This short film had sound and color and the song Whos Afraid of the Big Bad Wolf? became the number one popular hit song in the United States (45). There was much symbolism in this film as it came out at the font of the Great Depression. Despite the fact that very few people had money to be spending on movies, people saw The Three Little Pigs (56). It was good that people got to see this movie during that time as it gave many people hope and the belief that they could persevere. Many people thought of the wolf as the bad times and if three little pigs could keep a wolf away from their home, then surely regular Americans could keep hunger and poverty away as well (45). The Three Little Pigs went on to win an Academy Award for best cartoon of the year (45). Disneys movies were becoming much more than childrens entertainment; they reverberated within a nation in struggle.
During the Great Depression, many theatres started doing the double features (Selden 56), which meant that after renting two movies to show to people, there was not much money left over for short cartoons. This worried Disney because there was no longer such demand for his little films (Krasniewicz 87). He had to think of something to do and the first thing that came to his mind was to make a animated feature-length film. As a boy in Kansas City, he had been inspired by a silent film version of Snow White and so this seemed like the perfect movie to make as it had everything that audiences wanted in movies ??" tragedy, romance, and humor as well, thanks to the seven dwarfs (56). With Snow White and the Seven Dwarfs, Disney once again outdid himself. He listened to up-and-coming singers to find the perfect voice for Snow White, finally settling on an 18-year old trained opera singer name Adriana Caselotti. He also used professional comedians as the voices for the seven dwarfs. He utilized a special camera called a multiplane to make Snow White look 3-dimensional and more real to life than in the short cartoons (Seldon 57). This camera was enormous, taking up nearly the entire room. In trying out this camera for Snow White, Disney made a film called The Old Mill, just to make sure that the camera did what he wanted it to do. The film was so good that it ended up winning and Oscar on its own (57). Once again, Disney had ventured into areas of cinematic innovation that would keep him at the top of his game.
Snow White and the Seven Dwarfs opened at New York Citys Radio City Music Hall in New York on December 7, 1937 to packed audiences. It ran for five weeks in New York and then ran in Paris for 31 weeks (Seldon 59). The film had taken four years to make and it earned 8 million dollars in revenues. This seems like a lot more money when one considers that ticket prices were 25 cents for children back then (59). Snow White and the Seven Dwarfs also received and Academy Award.
Another one of Disneys loveable and wacky characters is Donald Duck who exploded onto the scene in his 1934 debut in Silly Symphonys, The Wise Little Hen (Thomas 129). While Mickey was physically changing around this time, Donald was the height of a duck and he looked, for the most part, like a duck. At the very beginning, Mickey Mouse was able to do just about anything. He was drawn using a series of different sized circles and he moved with what animators referred to as the rubberhose technique (151) ??" action that has little relation to human or animal movement. Cartoons were becoming more sophisticated and Mickey also was becoming more sophisticated. A man named Freddy Moore was the first to apply a technique called squash-and-stretch to Mickey, which made him much more human-like and overall more appealing (151). Mickeys face would have more definition and this gave him more character, in general. For the first time, Mickey had a cheek when his teeth went together (151), which was a very big deal. Before this, animated characters lacked human quality, which distanced the audience from them. Disneys idea to change Mickey to be more relatable to humans was another factor that changed animation.
Though Mickey was becoming more sophisticated in the mid-to-late-1930s, in pliability and figure, there were problems. Though he was much cuter than before, he now lacked the primitive vitality of the earlier cartoons (Thomas 151). Because Mickey was so shy, he was seen as a rather hidden character; he was never the instigator of any shenanigans. The shenanigans were always enacted by Mickeys crew ??" the broader characters around Mickey, who became stars in their own right and got their own series because of their popularity ??" Donald Duck and Pluto in 1937 and Goofy in 1939 (151). While Donald was duck-size, as mentioned, Pluto and Goofy were the size of regular dogs, but animators and people writing stories for Mickey were confounded by what to do with a four-foot mouse (152).
In 1938, Disney had the idea to put Mickey in film version of The Sorcerers Apprentice as the apprentice whose misuse of power causes major disaster (Thomas 152). The story is an old fairy tale that had been interpreted as a poem by Goethe and a concert piece by French composer Paul Dukas (152) and the film version would have the entire action set to music, which would make it so Mickey didnt have to speak. Disney considered that one of the reasons that Mickey couldnt play a variety of roles was because of his falsetto speaking voice (152). While this voice limited his roles, it was that very voice that made children all over the world fall in love with him.
During the late 1930s and early 1940s, Disney had other films that would go on to become childhood legends. Pinocchio and Bambi were different sorts of animated films in that, first of all, Pinocchio had mainly human characters while Bambi was rather grim and sometimes even bloody (Barrier 138). Because of these reasons, Pinocchio and Bambi didnt do that well at the box office, but it still would not change the fact that they have remained classic childrens films throughout history. They are watched in hundreds of languages all around the world. Disneys name is synonymous with magic.
Disneys idea for a theme park came out of the joy that he had taking his two daughters to kiddie parks (Greene 104). He said that he would take them out every Saturday and Sunday and that they remained the happiest days of all his life (104). Initially, Disney thought of an amusement park on land that adjoins his studio lot and even had some designers draw it out; however, he soon realized that the piece of land he was considering wasnt big enough for what he wanted to create (104). To get more ideas, he started visiting many different theme parks and looking at their layouts (Hench 23). He wanted to discover what worked and what didnt. One of his favorite places was Tivoli Gardens in Copenhagen and this is where many of his ideas for Disneyland came from. It was an adult park as much as it was a kids park. Disneys magical land would be recreated one day in Paris.
A big chunk of the money for Disneyland came from ABC and in return Disney had to promise to do a TV show for them. The program was called Disneyland and it showed the four different lands of the park, so when Disneyland finally opened, nearly every person in America with a television knew about Disneyland and what you could do there. Many even knew their way around the park without having even been there yet (Greene 107). This was another way in which Disney displayed both his business and creative side. This show made his theme park a success before it was even open.
Construction of Disneyland took approximately one year to complete and Disney called it a work of love, saying that he didnt go into Disneyland with the idea of making money (Greene 108), which is probably the main reason that it was such an astounding hit and why it is still called ??" even today ??" the happiest place on earth. There, one can travel Small Town U.S.A. how Disney himself remembers his own childhood, to Europe, the New World, the American West, Mexico, the Middle East ??" or into space (Veness 2), and of course there is the world that is created in the imagination of Walt Disney himself.
When Walt built Disneyland, he was stiving to make people feel better about themselves...he had discovered what people were looking for ??" the feeling of being alive and in love with life (Gabler 535). Some would say that there is a very spiritual element to Disneyland, which would no doubt be because of the love that Disney put into the theme park. But Disney did not just put love into Disneyland. That was simply a culmination of his lifes work. From the beginning of his career when he first envisioned a loveable little mouse named Mickey to later when he thought up the wacky characters of Goofy, Donald and Pluto, and later when he used new techniques in film to give people fairy tales that would make them laugh and cry, Disney was a person who wanted to make people happy.
People have said that Mickey Mouse and Walt Disney were the same personality (Gitlin 33), which isnt a crazy notion. Both man and mouse were filled with an enormous sense of love for others, for making people happy, for making people laugh, and for giving people a better quality of life ??" through the Great Depression and through times of war. They are both iconic figures in American culture. They are representative of wholesomeness and creativity, good times and innovation. To see pictures of Walt Disney at his drawing board, a happy Mickey waving back, is to see true providence. While Mickey may have been lacking roles later in his mouse career, his main role in life was to bring joy into the heart of his creator, which would go on to motivate him to bring even more joy to those around him. This came about because of Mickey and without Disney as the medium, the world would be a very different place.



The aove is the first paper I received, from the beginning this writer did not follow my request, but I'm left to make the most of it. It you can salvage anything please do so, And please ensure that I do get the same writer. Although willing to do a rewrite, I could never get him/her to follow request. He/she had in their mind what they want to write and each rewrite came back looking like the original paper that did not meet my criteria.

With the implementation of the Treaty of Lisbon 2007 the European Union has a
comprehensive system of fundamental rights protection.
Discuss.

For more information about the subject:

1. Download the pdf books (2 resources) from the following links:

http://www.megaupload.com/?d=I7S5VJ97

http://www.megaupload.com/?d=FBT6T87Q

2. My student Handbook. (MY STUDENT HANDBOOK - EUROPEAN UNION LAW).

3. For Bibliography format / citation style I have the following files:

A. OSCOLA 2010 (Oxford Standard for the Citation of Legal Authorities).
B. Assignment writing 2010
C. EXAMPLE OF PRESENTATION OF TABLES OF AUTHORITIES AND BIBLIOGRAPHY

4. I will send you by tomorrow 13/02/2011 the above file: The EU Institutions and the legislative process.

5. You can use the above links for my assignment:

http://europa.eu/lisbon_treaty/index_en.htm

http://europa.eu/lisbon_treaty/faq/index_en.htm


There are faxes for this order.

Topic Journal
Psychological Methods

Lesson 1 Journal Entry # 1 of 1

Read the following passage on comparing points of view. Next, answer the questions in the Thinking Skills section. Label each Journal entry with the appropriate title, Journal Activity 1.

Comparing Points of View

A point of view is a person's opinion about a subject. A point of view can be influenced by various factors, including age, sex, experiences, or beliefs. To compare points of view, first identify the main issues being addressed and the factors that influence the points of view concerning those issues. Second, list the arguments that are offered to support the points of view. Evaluate the arguments according to these criteria:

* The arguments are based on verifiable statements, not simply opinion.
* Information matches other sources.
* The arguments are based on more than one or two incidents.

The excerpts below summarize the points of view of two psychologists.

Psychologist A

Just as in the medical sciences, research with animals has resulted in major achievements in psychology. This research has contributed to important benefits for human beings. For example, the biofeedback technique, which I and many other people use to control high blood pressure, had its origins in studies using rats and other animals.

Accusations of cruelty toward research animals are unsupported. A study that investigated 600 of these alleged accusations did not support the charge of cruelty. This is not to say that some instances of cruelty do not occur. However, these instances are infrequent and not typical of psychological experiments. Researchers must follow rigid guidelines to ensure the humane and sensitive treatment of research animals.

Most people do not think that animals share the characteristics that allow them the same rights as humans. Even advocates of animals' rights condone pet sterilization, disregarding the animals' right to breed.

Psychologist B

As a graduate student, I witnessed many instances of cruelty to animals in various research projects. Yet, of the many experiments done on animals, only a few contribute to important medical or psychological research. A vast number of experiments are used for commercial purposes: to test new shampoos, cosmetics, food additives, or detergents.

People have to realize that species vary, and tests performed on one species do not necessarily yield the same results on another. For example, the use of thalidomide by pregnant women resulted in deformities in many of their babies. Yet giving thalidomide to pregnant laboratory cats, rats, monkeys, hamsters, and chickens failed to result in deformities in the baby animals. Similarly, if the results of the effects of penicillin on guinea pigs had been applied to humans, penicillin would never have been used on people.

There can be no doubt that animals involved in psychological research suffer. The suffering research animals endure should encourage researchers to find alternative methods for studying various psychological issues. One cannot say that animal research can never be justified. If a single experiment involving animals could cure a major disease, then such use could possibly be justified. However, this situation is rare and almost nonexistent.

Thinking Skills:

* What is the main issue that both psychologists are addressing?
* What is psychologist A's point of view? Psychologist B's?
* What factors might be influencing psychologist A's point of view?
* What factors might be influencing psychologists B's point of view?
* List the arguments of each psychologist (Psychologist A and Psychologist B)
* Keeping in mind the three bulleted criteria for evaluating arguments listed at the beginning of this activity, do you think both psychologists present sound arguments? Explain your answer.
* Is there an advantage to being presented with more than one point of view on an issue? Explain your answer.
* Discuss your views about animals being used in research projects that are intended to benefit humans. Explain the factors that influence your personal opinions


Lesson 2
Topic Journal
Consciousness

Lesson 2 Journal Entry # 1 of 1

Read the following passage on comparing points of view. Next, answer the questions in the Thinking Skills section. Label each Journal entry with the appropriate title, Journal Activity 2.

Thinking Skills:

Read each situation below and answer the questions that follow.

Tom and Juanita conducted an experiment to test the effect of age on difference threshold in children 5 years of age and younger. They created an experimental setup that included cards mounted with 12 pairs of paint chips of the same hue but of various shades. The difference between the first pair was fairly obvious, but the difference between each subsequent pair decreased. The last few pairs of chips seemed almost identical. The process that Tom and Juanita used was to show the pairs to a child and to note the smallest amount of difference the child could detect when asked to identify the darker chip on each card. They tested 3 children from each of these age groups: 2, 2.5, 3, 3.5, 4, 4.5, 5.

* What is the dependent variable?
* What independent variable was tested?
* What unidentified independent variables might have influenced the results?
Ronald and his classroom research group were conducting an experiment to test people's ability to touch their noses when their eyes were shut. They were testing their hypothesis that males were more skilled at this task than females. The group also had a theory that noise could alter a person's ability to carry out the task. They asked several classmates and teachers to perform the task. Sometimes, Ronald or someone else in the research group would whistle or shout while a person tried to do the task.
* What dependent variable did Ronald's group identify?
* What independent variables can you identify?
* Were the variables effectively manipulated? Why or why not?
* How could you improve the experiment?
* Now construct your own experiment; measuring both dependent and independent variables to determine how a lack of sleep influences performance on a math quiz which emphasizes solutions to word problems.


Lesson 3
Topic Journal
Intelligence

Lesson 3 Journal Entry # 1 of 1

Read the following passage on comparing points of view. Next, answer the questions in the Thinking Skills section. Label each Journal entry with the appropriate title, Journal Activity 3.

Analyzing Data

Psychologists use field observations, laboratory experiments, and other methods to gather data relevant to their research questions. When sufficient data have been collected, the researchers analyze the data in order to make inferences about the research topic. The focus of data analysis is the identification of relationships between the various elements of the data. Researchers look for the following types of relationships.

The relationship of necessary condition.

A necessary condition is a condition without which a certain event or effect cannot occur. For example, for a procedural memory of a skill to occur, you must first learn the skill. You may not always remember a skill you have learned, but you can never remember it if you have not learned it. There are four possible relationships (R) between a necessary condition (A) and a certain effect (B).

R.1. If A occurs, then B may or may not occur.

R.2. If A does not occur, then B cannot occur.

R.3. If A occurs, then B must have occurred.

R.4. If A does not occur, then B may or may not have occurred.

The relationship of sufficient condition.

A sufficient condition is a condition that can produce a certain effect. The same effect, however, can be produced by other conditions. For example, brain injury can cause amnesia, but amnesia can also be caused by other conditions. There are four possible relationships between a sufficient condition C and a certain effect D.

R.1. If C occurs, then D occurs.

R.2. If C does not occur, then D may or may not occur.

R.3. If D occurs, then C may or may not have occurred.

R.4. If D does not occur, then C did not occur.

The relationship of necessary and sufficient condition.

If all necessary and sufficient conditions EF occur, then a certain effect G will always occur. If these conditions do not occur, then the effect will not occur. For example, to create memory of an incident, the brain must encode information. Without encoding, there will be no memory of the event. The following are true.

R.1. If EF occurs, then G will occur.

R.2. If EF does not occur, then G will not occur.

R.3. If G occurs, then EF has occurred.

R.4. If G does not occur, then EF has not occurred.

Thinking Skills:

Refer to the information about relationships to answer the following questions regarding analysis.

* True or false? If data show that saying a number over and over is a necessary and sufficient condition for committing the number to memory, then people who want to memorize a phone number must repeat it several times.
* A research study looking for early signs of Alzheimer's disease studied the brains of 14 deceased nuns and examined the autobiographies of the nuns, which were written early in their lives. Of the 5 nuns diagnosed with Alzheimer's, all showed low-idea density in their writing, which means they included very little descriptive information in their writing. The writing of the nuns without Alzheimer's did not show this characteristic. The researcher's believed that low-density writing might be a predictor for the development of Alzheimer's. Using A for Alzheimer's and LDW for low-density writing, write a statement that describes the relationship between Alzheimer's disease and low-density writing demonstrated by this study.
Is the relationship one of necessary condition, sufficient condition, or necessary and sufficient condition?
Do you think this study is sufficient to come to that conclusion? Why or why not?
* Suppose experimental data showed that memory reliability has been increased by 12 percent in people taking medication X and also has been increased in people who have had training in using mnemonic devices. Using DX for taking the drug and IM for result of improved memory, write a statement that best describes the relationship.
* Todd ate two bowls of popcorn while studying for his psychology test. The next day he got an A on the test. Can he conclude that eating lots of popcorn is a necessary condition for memorizing psychology information? Why or why not?
* Depict a scenario describing each of the three relationships with their required conditions as discussed earlier in the Analyzing Data section of this Journal Activity.


Lesson 4
Topic Journal
Adulthood

Lesson 4 Journal Entry # 1 of 1

Read the following passage on comparing points of view. Next, answer the questions in the Thinking Skills section. Label each Journal entry with the appropriate title, Journal Activity 4.

Assessing Validity of Conclusions

When reading a research report, it is important to assess the validity of the conclusions drawn. The validity of conclusions can be tested or assessed by comparing the observations and data in the research report with the conclusions. Assess the validity of conclusions by asking the following questions.

* Does the conclusion summarize the main ideas that can be drawn from the information, observations, and data?
* Do the observations and data support the conclusion, or does the conclusion claim something that is not supported?
* Is further research, or a different research approach, needed to arrive at this conclusion?
* Is the conclusion clear?

Read the following hypothesis, research information, and conclusion from a research report about the perceptual development of newborns.

Hypothesis: Newborns lack the ability to distinguish strong odors.

Research: In a study of 1,500 healthy newborns, the following observations were noted in almost all of the newborns: They stuck out their tongues, spit, and wrinkled their noses when they smelled pungent odors. Newborns smiled and showed licking motions in response to the smells of chocolate, strawberry, and vanilla.

Conclusion: Newborns showed insignificant differences in their responses to pungent odors and to sweet-smelling odors. Therefore, newborns are unable to distinguish strong odors.

This conclusion is invalid because there is nothing in the research information to support this conclusion. A valid conclusion might be newborns showed significant differences in their responses to pungent odors as opposed to sweet-smelling odors. Therefore, newborns are able to distinguish strong odors.

Thinking Skills:

Read the following hypotheses, research information, and conclusions. Use the guidelines above to assess the validity of the conclusions.

* Hypothesis: Certain reflexes are inborn.

Research: A study to determine whether reflexes are inborn was conducted with 3,000 healthy newborns at hospitals in all parts of the world. Two reflexes-grasping and rooting-were studied. Soon after each baby was born, a doctor or nurse performed two tests. In the first test, the doctor or nurse placed a finger against the palm of the baby's hand. In 98 percent of the cases, the babies firmly grasped the finger of the doctor or nurse. In the second test, the doctor or nurse touched the corner of the baby's mouth. In 99 percent of the cases, the babies turned toward the source of the stimulus.

Conclusion: Nearly all the infants studied responded reflexively to the stimuli presented, proving that certain reflexes are inborn.
* Hypothesis: Baby ducks must become attached to their mothers to survive.

Research: In a study of 100 baby ducks, researchers showed the newly hatched ducks the following moving objects: humans, geese, dogs, pigs, and cows. In all cases, the ducks became attached to the first object they saw. In all cases, the baby ducks survived for at least 10 days by following the first object they saw.

Conclusion: Some baby ducks can survive without becoming attached to their mothers, but in general baby ducks must become attached to their mothers to survive.

* Hypothesis: Most children by the age of 3 months understand that objects exist even when they are out of sight.

Research: A research study of 2,500 infants ages 1 month to 12 months was conducted. A researcher played a game of peekaboo with each infant to test the infant's understanding of object permanence. Results (percent understanding) per age group: 0 percent at 1 month, 0 percent at 2 months, 0 percent at 3 months, 1 percent at 4 months, 3 percent at 5 months, 6 percent at 6 months, 25 percent at 7 months, 55 percent at 8 months, 65 percent at 9 months, 79 percent at 10 months, 86 percent at 11 months, 95 percent at 12 months.

Conclusion: Most children by the age of 6 months understand object permanence.


Lesson 5
Topic Journal
Gender Roles

Lesson 5 Journal Entry # 1 of 1

Read the following passage on comparing points of view. Next, answer the questions in the Thinking Skills section. Label each Journal entry with the appropriate title, Journal Activity 5.

Use the steps below to identify and explain the bias in each excerpt above.

* Identify the writer's purpose in writing the research report. For example, if a behaviorist were to write a research report about whether or not humans have free will to make their own choices in life, you would expect the behaviorist to research and focus on how a person's actions and choices are shaped by external forces or influences.
* Examine wording for opinions. Does the writer use words that appeal to an emotion or indicate an opinion? For example, words and phrases such as contemptible, graceful, squeamish, in my opinion, I believe, I think, or in my view indicate an opinion. If opinions are used in the research report, they should be supported with facts.
* Examine wording for negative or positive connotations. Does the writer use words or expressions that suggest approval or disapproval? Does the writer use suggestive, undeserving, or unfair analogies to make a point? If so, this indicates a bias.
* Examine wording for over-generalizations. Over-generalizations often use words such as best, worst, none, all, and everybody.
* Examine the research report for an imbalance in the presentation. Does the report present only one side of an issue or theory and fail to present other viewpoints or research?
* Examine the research report for implied beliefs or hidden assumptions. Does the report imply beliefs that are not valid?

Thinking Skills:

Read the following excerpts from research reports.

* In his research, Gordon Allport identified about 18,000 human traits. Allport concluded from his research that traits are the building blocks of personality. Allport's conclusion is about as sound as a skyscraper constructed without a foundation.
* Social learning is the proper focus from which to explain differences in personalities. In my judgment, people gain personality traits by observing others. A person who does not observe violence will have a calm, controlled, and even-tempered personality.
* This research report explores the five approaches to the study of personality-trait theory, psychoanalytic theory, learning theory, humanistic theory, and sociocultural theory. I have collected a vast amount of data on the subject during my past 20 years as a humanistic psychologist. My research report uses this information to answer the question. How does personality develop?
* One participant in the case study was a high school student named Vilay. Since Vilay was raised by parents who had grown up in Japan, she tended to be rigid and controlled in her emotions. This was obvious because she looked uncomfortable expressing her feelings to the interviewer.



Lesson 6
Topic Journal
Social Interaction

Lesson 6 Journal Entry # 1 of 1

Read the following passage on comparing points of view. Next, answer the questions in the Thinking Skills section. Label each Journal entry with the appropriate title, Journal Activity 6.

Thinking Skills:

Read the following statements. Using the tips for recognizing stereotypes, decide whether each statement contains a stereotype. Explain your decisions.

* People with obsessive-compulsive disorders are weird. They should be avoided because they have lost touch with reality and are harmful to others.
* Anxiety disorders are common. The types of anxiety disorders range from a general state of dread to stress disorders. In serious cases, anxiety disorders can lead to significant restrictions and limitations in lifestyle, relationships, and work. Most people with anxiety disorders, however, respond well to treatment and eventually can lead normal lives.
* Individuals in the manic phase of bipolar disorder may experience hallucinations, engage in implosive behaviors, and exhibit delusions about having superior abilities. The manic phase of bipolar disorder can be disruptive to a person's life. It is important that individuals in this phase seek help from a psychologist.
* People who take medication for their depression are angry, hostile people. They are unpredictable and make poor employees.
* According to a well-respected psychology text, a documented study shows that a family environment in which a parent frequently expresses intense emotions and has a pushy, critical attitude puts children at risk of developing schizophrenia. Another study, described in the same text, shows that people with schizophrenia are more likely than others to have suffered an injury or other trauma around the time of their birth.
* Why is it important to recognize stereotypes?

Design and carry out a scientific experiment that investigates a topic from either the life, earth or physical sciences and uses appropriate methods, tools, technologies, and quantitative measurement units.


Complete a written report in which you do the following:


A. Complete a project design plan (completed before the investigation is conducted) in which you include and address the following sections:

Problem statement

Relevance of your testable question

Literature review

Experimental design

Dependent, independent, and controlled variables

Threat reduction to internal validity

Hypothesis

1. In a literature review, summarize information from at least two outside science experiment projects (published works) that relate to your topic of inquiry.

2. In an experimental design, do the following:

a. Describe the steps in the experimental procedure.



Note: The level of detail should be such that someone else would be able to reasonably replicate your experiment from your description.



b. Discuss your reasoning for choosing this particular experimental design plan.

c. Explain the sequence of events you will use to collect quantitative data.

d. Describe the tools, technologies, and measurement units that will be used to collect quantitative data.

3. Explain and identify the dependent, independent, and controlled variables for your study.

4. Explain what you will do to reduce the threats to internal validity.

5. In the hypothesis section, state your hypothesis, and explain how you come up with your hypothesis.



B. Explain the process of data collection (completed after the investigation is conducted), including appropriate photographs, tables, or diagrams to clearly show the data collection process.

1. Discuss your use of appropriate methods, tools, and technologies to collect quantitative data.

Use appropriate measurement units to collect quantitative data.



C. Explain the results of your experiment (completed after the investigation is conducted), including graphical representations (e.g., bar graph, line graph, pie chart, etc.) of the data collected.

Include appropriate measurement units in the graphical representations.



D. Provide a conclusion derived from your interpretation of the data (completed after the investigation is conducted). Include the following in your conclusion:

1. Discussion of whether your results confirm or refute your hypothesis.

2. Explanation of why experimental design is a key factor in the success of the scientific inquiry.

3. Explanation of how your investigation can be replicated by someone else.

a. Discuss how the replication of an experiment is an evaluation of validity.



E. Include all in-text citations and references in APA format.

Hi...

This is about a hospital community service paper...

You can write down the paper whatever you want based on this format...


1) Journal with an appropriate amount of daily/weekly entries listing both activities and reflections and their impact. Five entries (at least a half page each) is considered a minimum.

a) Daily/weekly record of tasks worked on.

b) How did your education at Management School fit in the days/weeks tasks?

c) What did you learn from the days/weeks tasks?

d) Reflection at the end of the day/week.



2) Paper of at least 10 pages (double spaced) describing the agency and three or more defining expectations.

a) Describe the organization/agency, where you performed your community service including its mission, goals, size, people it serves, the organizational culture, history, etc.

b) How did you get the community service placement?

c) Who trained or oriented you?

d) What activities/responsibilities did you perform?

e) How did you your responsibilities relate to your major (Marketing)?

f) Describe 3-5 defining moments in your community service placement.

g) How would you recommend the organization/agency to others? Would you continue to volunteer there after your requirement is completed?

h) Do you think required community service placements are a good idea for Management School students? Why or why not?


If you have aquestion...Let me know...


There are faxes for this order.

Summerize article Resilience and Risk and Recommendations for Fostering Educational Resilience in the Classroom. A critical reflection also stating the limitations of the article.

Brackenreed, D. (2010). Resilience and Risk. International Education Studies, 3(3), 111-121. Retrieved from Education Research Complete database.

Downey, J. (2008). Recommendations for Fostering Educational Resilience in the Classroom. Preventing School Failure, 53(1), 56-64. Retrieved from Education Research Complete database.

For the limitations of the articles see the pages from my presentation powerpoint.

18-19 Resilience and Recommendations
28, 29, 30, 31 Recommendations for Fostering Educational Resilience in the Classroom

Please include the information from the following articles to support the limitations of the articles.

Covell K. & Howe, R.B. (2009). Children, Families and Violence: Challenges for Childrens Rights (London: Jessica Kingsley.

Covell, K. & Howe, R.B. (2001). Moral education through the 3 Rs: rights, respect and responsibility. Journal of Moral Education, 30 (1), 31-42.

The powerpoint presentation provides a good summary of the articles, the limitations and the references.


There are faxes for this order.

SCENARIO CONTINUATION:

It's still 2006: 1/2/2006, the beginning of Time Warp 3. You have completed your analysis and revised strategy for the next four years and taken a breather. Just like the last time, you enter your predetermined decisions each year and collect the data for future analysis. Time flies and it is certainly deja vu.

Now it is now New Year's Eve, 2009, and you are hoping against hope that Time Warp 3 and all time warps will soon come to an end. You have the results of decisions. How did you do? What was your final score? Once again you celebrate hard, hoping you wake up in 2010.

It's New Year's day, 2010. You just had a great New Year's Eve celebration, you finished another four years of moving Handh eld through 2006 ??" 2009, and are ready to charge ahead into the future. As you turn on the TV and try to open your eyes, you notice something strange (again?). The TV commentator is saying something about New Year's Day, 2010. Wait, 2010? YES, YES. You did it. You have moved ahead into 2010!!!

You realize that this experience has been invaluable. You know it will help you make better decisions for Handheld as you move forward. But before you move ahead, you want to make sure that you have learned what you need to know.

You decide to analyze and compare the last two Time Warp results. You want to see how this last Time Warp results compare to the previous Time Warp results [the results from this run in SLP5 to the results of the run in SLP4.] So you put the results side by side and you put the decisions side by side. And you analyze what happened ??" how the results were different. And you use CVP analysis to help you understand why the results were different.

You think this is very important and you write it all down so you can refer back to it later if you need to as move forward into 2010 and beyond.

You hope this never happens to you again, even though you realize how valuable this experience has been.


SLP5 ASSIGNMENT: Run the simulation with the Strategy that you developed in SLP4 for Time Warp3. Access the simulation site Click here. Collect the results for all three products over all four years. Compare the results from Time Warp 3 with those of Time Warp 2. Show the results side by side and show the decisions side by side. Explain how they are different. Use CVP analysis to explain why they are different.

SLP5 Expectations: You need to be detailed, clear, and complete. Using CVP analysis, explain how the different prices and R&D allocations have generated different results. Celebrate the end of the Time Warps!!!

Time Line Summary:


SLP1
2009: 12/15 hired. 12/30 turned in first report to Sally a few days early. 12/31 ??" celebrated

SLP2
Time Warp 1 begins: 1/1/2010 WARPS INTO 1/1/2006
You freak out, then realize you have to make decisions for 2006 ??" 2009, which you do.
12/31/2009 ??" you have gone through all four years, and you write your report to summarize how you did. You are hoping that you will wake up tomorrow and it will be 2010.

SLP3
Time Warp 2 begins: 1/1/2010 WARPS INTO 1/1/2006 (Again)
1/1/2006: you decide to use CVP analysis and develop a four year plan for your strategy.

SLP4
1/2/2006: you begin to implement your four year plan. You follow it and use the pre-determined decisions for each year, through 2009. You keep track of the results, year by year, both financial and marketing.
12/31/2009 - Celebrate and hope Time Warp is over.
Time Warp 3 begins: 1/1/2010 WARPS INTO 1/1/2006 (Again).
1/1/2006 (for the third time.) You decide to do the same thing you did the last time and develop a four year plan.

SLP5
1/2/2006: you begin to implement your four year plan. You follow it and use the pre-determined decisions for each year, through 2009. You keep track of the results, year by year, both financial and marketing.
12/31/2009 - Celebrate and hope for the best
1/1/2010 - You made it through the Time Warp - you analyze the results, compare this last run with the previous run and write your final report.
1/2/2010 CELEBRATE, AND RESUME A NORMAL LIFE!!

Healthcare system reform in Kuwait: Obstacles, challenges, and future direction

Introduction:
Over the last several decades the healthcare system around the world has been continually evolving. In Kuwait these changes have taken place consistently over the last 100 years, as the country would go from the non existence of a healthcare system to one that would become one of the best in the Middle East. An example of this can be seen with the infant mortality rate in the country at the beginning of the 20th century, where it was 100 for every 1,000 births. (Kuwait Health Care System, n.d) By 2006, this number decreased dramatically, with the infant mortality rate coming in at 33 for every 1,000 births. (Tony Blair Report about Kuwait Health Care System Reform, 2009) This is significant because it shows how a shift occurred in the countrys healthcare system throughout the 20th century, where a mix of institutions would evolve. Then, during the mid 20th century when the government began receiving massive oil revenues a shift occurred in the countrys health care system. Where, the government would begin to rapidly expand the total number of hospitals and clinics that were available to the general public. The main emphasis was to effectively regulate prices, by having the Ministry of Health serving as the price regulator and ensuring that everyone has access to free or low cost healthcare services. This would help to improve the general health of Kuwaitis, with the average lifespan currently sitting at 78 years old. Yet, the changes that took place in the field of health care meant that the Kuwaitis would miss out on some of the innovations that were being developed in Western Europe and North America. This would cause a number of critics to call for various reforms to imposed, to improve the overall quality of care that is being provided. (Kuwait Health Care System, n.d) To determine how to effectively reform the system requires examining: how Kuwait can improve the overall quality of care that is being provided, how citizens can have better access to a variety of healthcare services and what actions the government could take that could take; to help the countrys health care system become the envy of the world. The answers to these different questions will provide the greatest insights as to how the Kuwaiti healthcare system can effectively be reformed.
Subthemes (Aims & Key Questions):

1) How to improve medical reporting errors?
2) How to improve performance management practices?
3) What is the patient/staff perception of provided services?
4) How the media portrayal of healthcare provision affects perception of both patients & staff about healthcare system?
Theoretical Basis:
A number of different secondary sources were reviewed to provide the greatest insights as to what is taking place in this area. This is because the news and politics surrounding the different resources is constantly changing. Therefore, to effectively determine how to reform the Kuwaiti health system requires examining the most recent pieces of information that can be obtained, which is found through the use of secondary sources.
Tony Blair Report about Kuwait Health Care System Reform, 2009, Albqabas 10 April.
The Tony Blair Report lists a number of ways that the Kuwaiti health care system can be able to effectively conduct reforms to include: promoting sports, increasing the taxes charged on tobacco related products, improving the total number of specialists in the country, establishing medical research centers and increased participation in seminars / conferences. These reforms are significant because they address an issue that has been hindering the development of health care. A good primary care system, with a specialty care system that needs improvements. The various reforms recommended by the Blair proposal, highlight how implementing reforms to the system can allow Kuwait to begin to have a system comparable to the countries in Europe (which have some of the best health care systems in the world). (Tony Blair Report about Kuwait Health Care System Reform, 2009)
Article 2. 2010, Alseyasah 19 January.
Article 2 talks about the different efforts to address the various reforms that have been taking place. Where, the Ministry of Health has been working with the World Health Organization and private companies, to increase the overall amount of medical research that is being conducted and to allow for more specialized services to be offered. This is important because the information can be used to corroborate what was recommended in the Blair Report, helping to provide a good overview of how to effectively reform the system. (Article 2, 2010)
Article 5, 2010, Kuwaiti News Agency, 18 January.
Article 5 discusses how the Ministry of Health is working with the World Health Organization to develop a comprehensive plan for allowing some kind of private insurance. This is important because it is a first step towards increasing the overall amount of choices that citizens have available to them. Where, they can augment the government run system with one that of private health insurance. The thinking is: that working a combination of the private and public programs, you can be able to see increased amount of coverage as well as services available. This will help to improve health standards dramatically. (Article 5, 2010)
Article 7, 2007, Albqabas 16 January.
Article 7 shows how the current system is not working, where the total number of medical errors and flaws has increased dramatically. This is troubling because the errors that occurred at Ministry of Health hospitals, shows how more oversight needs to be provided in this area. The information can be used to show how the current state of the health system has problems. It can then be supported later on to show how the government is attempting to address this issue. (Article 7, 2010)
Article 9, 2010, Awan, 14 January.
Article 9 talks about how the many citizens feel as if the doctors that are working for the Ministry of Health and are unresponsive to their needs. Then, the overall availability of prescription drugs can vary from one clinic to another. This is important because it shows how the government sponsored system is clearly not working, as citizens will seek out those health care facilities that are privately owned. The information presented, is useful in helping to establish how the Kuwaiti health care system can be reformed. (Article 9, 2010)
Privatization Best to Cut Inefficiencies, 2010, Available from [18 May 2010].

The article, Privatization Best to Cut Inefficiencies, talks about how in Kuwait there has been stiff opposition to opening up the public sector to private interests. This has caused unions such as the Kuwait Union Federation to oppose privatization. According to the article the fear is that if privatization is allowed to take place, many feel that private enterprise will attempt to streamline their operation. Once this takes place, it is only a matter of time until the large number of public workers will be laid off. The information presented in this article is important because it highlights the overall amounts of resistance to such changes. This can be used to show the overall backdrop and pressures that are facing the Kuwaiti healthcare system. (Privatization Best to Cut Inefficiencies, 2010)

Research Methodology:
My data will be obtained from 2 sources, primary and secondary. The primary source will be based on a questionnaire which will be conducted on both staff (clinical and non-clinical) and patients, to know their perception about the provided healthcare and what the things that needs to be reformed in the healthcare system.
To determine how to effectively reform the Kuwaiti healthcare system requires looking at secondary sources of literature. This will consist of mainly newspapers, magazines and news websites. At which point, it will provide a god overview as to what challenges are facing the Kuwaiti health system and what steps can be taken to rectify the situation. The different pieces of data will be analyzed using the quantitative method. This is when you are looking at different facts objectively, to determine the most appropriate course of action. Using the secondary sources from a wide variety of newspapers and websites, will help to provide a more in depth understanding as to what challenges are being faced by ordinary Kuwaitis, under the Ministry of Health system. Then, when you examine the different actions being taken and the proposed reforms, will help to provide insights as to how the government is addressing the problem. At which point, you would begin looking at other recommendations that were not included as part of the government reforms. This will show what areas the government is overlooking. Together, these different elements along with the quantitative method will highlight how to effectively reform the system.
Research Plan:
To gain access to different pieces of research on the subject, an analysis will be conducted on the various news wires and the internet. This will help to identify the timeliest pieces of information and it will help to provide an even greater overview of the different challenges that are facing the healthcare industry. The research will be conducted in three different stages to include: a search of all news wires for information on the topic, an internet search and then a search will be conduct looking for both kinds of information using the internet. Where, there would be an emphasis placed on looking for the different pieces of information, which will show the problems that have been occurring with the health system over the last several years. There will be a particular emphasis placed on those pieces of information that are the most current. The overall timeline for completing the research would take no more than a few hours. This is because the ground work was already conducted to provide a good overview along with other pertinent information, which was obtained through this assignment. At which point, the construction of the actual paper will take place, with the different questions that were presented earlier answered fully. Once this is accomplished, it will show how effective the various reforms from the Ministry of Health are working and it will highlight areas that need to be addressed. This will provide the greatest insights as to how to effectively reform the Kuwaiti health system.

There are faxes for this order.

SCENARIO CONTINUATION:

It's New Year's day, 2010. You just had a great New Year's Eve celebration, you finished analyzing the performance of Handheld and are ready to charge ahead into the future. As you turn on the TV and try to open your eyes, you notice something strange (again). The TV commentator is saying something about New Year's Day, 2006. You have a sinking feeling, and sure enough, it's back to 1/1/2006. You realize that you are in Time Warp 2.

This time you decide to do your decision making differently. You are going to use a technique that you became familiar with last year, CVP analysis. And you are going to decide all of your decisions at once. No feeling your way through it this time. You are going to make all of your decisions now, for the next four years and just cruise through it this time.

You analyze the results of your first set of decisions that you made in Time Warp 1, from 2006 to 2009. You have the data, you kept it all. But now you are going to use CVP analysis to help you determine your new strategy. And you have a tool to use, the CVP Calculator.

You analyze the results using CVP and develop your complete four year strategy. You decide to make notes about your analysis and your reasoning process, just in case you have to do this again (You are praying that you can finally move ahead this time when you get to 2010.)

You finish your report that shows your strategy that you are going to use these next four years during Time Warp 2. And stop and take a big breath before you move ahead into 2006.

(In other words ??" don't run the simulation, yet. Just turn in this report.)


SLP3 ASSIGNMENT: Review and analyze the results that you got in SLP2 (Time Warp 1 decisions) and develop a revised strategy. Write a report and make a case for this new strategy using analysis and relevant theories.

SLP3 Expectations: The revised strategy consists of the Prices, R&D Allocation %, and any product discontinuations for the X5, X6, and X7 PDAs for each of the four years: 2006, 2007, 2008, and 2009. You must present a rational justification for this strategy. In other words, you must Make a Case for your proposed strategy using financial analysis and relevant theories. You need to CRUNCH some numbers (CVP Analysis) to help you determine your prices and R&D allocations. Make sure your proposed changes in strategy are firmly based in this analysis of financial and market data and sound business principles. Present your analysis professionally making strategic use of tables, charts and graphs.

TIME LINE SUMMARY
SLP1
2009: 12/15 hired. 12/30 turned in first report to Sally a few days early. 12/31 ??" celebrated
SLP2
Time Warp 1 begins: 1/1/2010 WARPS INTO 1/1/2006
You freak out, then realize you have to make decisions for 2006 ??" 2009, which you do.
12/31/2009 ??" you have gone through all four years, and you write your report to summarize how you did. You are hoping that you will wake up tomorrow and it will be 2010.
SLP3
Time Warp 2 begins: 1/1/2010 WARPS INTO 1/1/2006 (Again)
Now it's 1/1/2006: you decide to use CVP analysis and develop a four year plan for your strategy. You analyze the results of your first decisions in Time Warp 1 and make notes. You use the CVP Calculator to help you develop your strategy and you make more notes explaining your logic and your analysis. Then you take a short breather before you start in again tomorrow.

Hello,

I will post assignment instructions and guidelines. Please do the assignment on Green Day that is the only thing I will be specific about. I will take care of the cover page. Any questions or if youre unclear please dont hesitate to ask. No specific number of sources is required but a general guide is 2-4.

Thanks,
Bill

There are faxes for this order.