¶ … Program Rationale
The Degree Program Eligibility
I have selected the degree program that leads to a Bachelors of Science in the area of Food Service Management Business. Specifically, they are ..(Pl fill the names of the degree and the college applied here)
I have confirmed that I would be eligible to apply for the course based on the stringent requirements that the courses require. I submit that my choices of the courses are in accordance with the SUNY general education requirements as well as the area of study guidelines for Food Service Management. For this purpose I have researched not only the Empire State College guidelines, but also those of "Education-Portal.com" and "Kendall College." These colleges have identical requirements which I am sure I can fulfill as the candidate. I have credits that I can transfer, for example, I have been successful in transferring forty three credits from Pikes Peak Community College and Central Texas College in the areas of Computer Literacy, Basic Finite Math, Intro to PC Operating Sys: DOS, Word Processing I, Intro to Internet, Intro to Web Authoring, Intro to PS: Excel, Intermediate PC: Excel, Composition Style and Techniques, College Reading, Business and Professional Communication, U.S. History, American Government, U.S. History 2, Introduction to Spreadsheets, Composition. (Kendell, BA. In Business, with concentration in Food Service Management)
The courses that I have chosen are with the core requirements: Business Ethics, Consumer Behavior, Logistics of Food Service Management, Human Nutrition, Quantity Food Service, Food Safety, Restaurant Management, Organizational Behavior. These courses have thus the facility of providing me with an introductory and advanced level learning that can be expanded by my future experiences in a Food Service Management capacity. Therefore I can assure that technically I have competence to be considered. It is not only technical competence, but the zest to learn and the will that makes the better student and my motivations and ambition make me eager and a persevering student. That is because I have three specific objectives in making not only the degree but the fourteen years of experience as Army as a food service specialist count in my future career. This calls for a detailed explanation of my career hitherto and also an explanation of my greater motives in applying for this course.
2. About Me
I am aged forty two years, male and am a soldier of the United States. I was born in Korea and immigrated to the U.S. At the age eighteen and joined U.S. Army as a Food Service Specialist in my twenty eight-year. As of now I have served the Army for fourteen years. In the course of my career I have risen up in ranks to become a part of the food service management position. I however lack the formal education that can carry a duty soldier of the United States of Army, to the next level. I have an ambition of serving the Army and my country by contributing my skills and latent abilities in the management in my organization. Secondly I am fascinated with the hospitality industry and management such that I wish to take up employment in the industry. This goal is based on my desire to serve and accommodate with great passion, people from a variety of cultures and walks of life.
I have the oriental culture and background behind me with extensive travels to understand oriental and occidental cultures, people and requirements. I can be effective in any circles and the prospects of making my passion -- hospitality and especially food processing and delivery makes me keen on enhancing my qualification so that I can be useful to the Army as of now and also have a better prospect on leaving it. Though the degree promises a financial reward in future and is a motivating factor, I look forward to the independence and the possibility of being absorbed...
C. Evaluation question(s) and aims. The primary question that will be addressed is to identify whether HCBS program is able to provide service to the target population. The evaluation questions will also be directed to the cost effectiveness of the program. The following evaluation questions are identified: 1. Is the program meet the budget requirements of the 1915 (b)? 2. Has the program generates cost saving? 3. Has the program has been able to
Public Program Quality Evaluation Overview of the Program and the Program Rationale In 2011, approximately 23% of all children in the United States were children of immigrants. Many of these children have come from countries where the educational systems have not prepared them with competitive skills that will support a good standard of living. Various policies to address this issue have been proposed. Of the feasible options, the policy most likely to
Economic Motivators for Employers on Employment Rates for People With Disabilities in Atlanta Qualitative Research Quantitative Research Definition of Disability Statistics for Individuals with Disabilities Effects Of ADA On Persons With Disabilities Economic Motivators for Employers Hiring People with Disabilities Factors Affecting Economic Motivators for Employers Lack of Information and Knowledge Regarding Economic Motivators Misconception about Individuals with Disabilities Inaccessible Hiring Strategies Conflicts with Existing Programs Lack of Appropriate Planning and Difficulties in implementations Economic Incentive Programs Unemployment Among People with Disabilities Summary Conclusion CHAPTER
Economic Motivators for Employers on Employment Rates for People With Disabilities in Atlanta Qualitative Research Quantitative Research Definition of Disability Statistics for Individuals with Disabilities Effects Of ADA On Persons With Disabilities Economic Motivators for Employers Hiring People with Disabilities Factors Affecting Economic Motivators for Employers Lack of Information and Knowledge Regarding Economic Motivators Misconception about Individuals with Disabilities Inaccessible Hiring Strategies Conflicts with Existing Programs Lack of Appropriate Planning and Difficulties in implementations Economic Incentive Programs Unemployment Among People with Disabilities Summary Conclusion CHAPTER
097 United States 0.109 0.093808 0.036112 0.068 Utah 0.1071 0.1401 0.035696 0.073 Vermont 0.1326 0.0988 0.040851 0.114 Virgin Islands NA NA NA Virginia 0.1048 0.0829 0.080009 0.092 Washington 0.1229 0.0669 0.027831 0.068 West Virginia 0.1293 0.0774 0.036499 0.055 Wisconsin 0.0954 0.0357 0.032367 0.097 Wyoming 0.1251 0.1453 0.053867 0.075 Notes All spending includes state and federal expenditures. Growth figures reflect increases in benefit payments and disproportionate share hospital payments; growth figures do not include administrative costs, accounting adjustments, or costs for the U.S. Territories. Definitions Federal Fiscal Year: Unless otherwise noted, years preceded by "FY" on statehealthfacts.org refer to the Federal Fiscal Year, which runs from October 1 through September 30. for example, FY 2009 refers to the period
The majority of communities in Alaska are separated by vast distances and the distance from many communities to the nearest medical facility is equivalent to the distance from New York to Chicago (Indian Health Service Alaska Area Services, 2011). A study funded by AOA examined issues affecting access to home- and community-based long-term-care services among AI/ANS. Study results indicated that home healthcare was one of the most frequently needed services
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