Tag: APA

Write an informative, 4-5 page (1000-1250 words, typed, double spaced, one inch margins, 12 point font) research report that defines the issue in detail and presents possible solutions.

Office Administration Past and Present

Research Report
Worth: 20%

Due: Monday, August 2, 2021 by 5 pm (Week 12)
Submission Instructions:

-Submit your report to the Submissions folder

-There will be 2 days of late penalties (including weekend) at 2% a day, then a zero.
Learning Outcome Evaluated:

-Prepare a formal report using reputable research sources and correct citations
Essential Employability Skills and Vocational Learning Outcomes Evaluated:

-Locate, select, organize and document information using appropriate technology and information
systems.

-Analyze, evaluate and apply relevant information from a variety of sources

-Manage the use of time and other resources to complete projects

-Research, analyze and summarize information on resources and services and prepare summary reports
with recommendations.

Scenario: Write an informational research report on a topic/problem/issue in office
administration/business.

Instructions:

1. Choose an office administration topic to investigate and on which to report.
-Another topic, check for approval

2. Write an informative, 4-5 page (1000-1250 words, typed, double spaced, one inch
margins, 12 point font) research report that defines the issue in detail and presents
possible solutions.

3. You will need a minimum of 4 reputable, high quality sources

4. Use APA format for the References list and in-text citations
Note: The Research Report must include research, a References list and in-text
citations. Their absence will result in an automatic failure of the assignment.

5. This formal report will include a title page, a table of contents, list of figures, and
an executive summary

6. Include one graphic (a chart, table, pie graph) in your report
Evaluation: see in Submissions

Distinguish between and explain Nietzsche's notions of slave morality . How might you apply these concepts to present society?

Philosophy HW

FriedRich Nietzsche
Answer the following questions:

2. Why does Nietzsche hope that the study of morals, which he considers "tedious," never becomes interesting.

3. He says, "Is moralising not -immoral? why? Do you agree?

6.What does he say is the "will to the denial of life" under disguise?

7.Why does he think that only by denying God can people save the world.

8. Distinguish between and explain Nietzsche's notions of slave morality . How might you apply these concepts to present society?

Provide a market valuation range and mid-point of your allocated company’s outstanding equity. Provide the evidence of data collected with proper referencing and the calculations to substantiate your valuation.

A report about financial performance and financial position of the harvey norman holding limited company

look at the company financial information and complete the assignment:
for q4 use the given formula

The 2020 annual report of your allocated company must be used to complete this assessment.

Half-yearly reports for the 2021 financial year may also be used to inform your analysis. You may also use other relevant annual reports for comparative purposes.

The COVID-19 pandemic had had a damaging impact on all Australian businesses. State lockdowns and border closures have meant retail companies have faced a challenging and uncertain business environment.

However, with the roll-out of several vaccines that help prevent the spread of COVID-19, there is some hope that the second half of 2021 will see the business environment ‘return to normal’.

This is certainly welcome news for all Australian businesses, particularly those that have been most severely impacted by the pandemic.

You are Clara Cleary, a UNSW Bachelor of Commerce graduate in 2020 who quickly found employment in Felicity Trust, a financial services company that specialises in providing syndicate loans to large Australian businesses.

You have been asked by your manager – Lucy Brooks – to prepare a report that will help Felicity Trust decide on its continued involvement in a syndicated loan that is due to roll over on 31 August 2021.

This is the first task your manager has asked you to complete independently, and you want to make sure you impress! You know from your peers that Lucy is very busy and will not read any report that is greater than four pages long.

Luckily, you took notes when the task was assigned to you, which should be strictly followed to prepare the report. These are as follows:

1. A description of the business and the nature of its operations. This should focus on providing a short explanation of the business’s history, how it generates revenue, and who forms its customer base (5 Marks);

2. An analysis of the financial performance and financial position of the company (35 Marks);

3. Identify two risks from reading the reports prepared by key management personnel (i.e. Board Chair and/or CEO) in the 2020 annual report that may impact the company’s future financial performance and/or financial position. You should explain clearly how the risks you identify may impact on the ratios discussed
in part 2 above (10 Marks);

4. Using two EV Multiples and two Equity Multiples of two similar companies to your assigned company:

a) Provide a market valuation range and mid-point of your allocated company’s outstanding equity. Provide the evidence of data collected with proper referencing and the calculations to substantiate your valuation. (10 marks)

b) Compare your allocated company with the two similar companies and determine which of the two is the most similar. Provide evidence of the comparison. (10 marks)

c) Based on this comparison, narrow the valuation range and mid-point found in part (a) to something more reasonable. Show how you go about implementing this adjustment. (5 marks)

5. A short description on whether you would recommend Felicity Trust continuing its involvement in the syndicate loan. (5 marks)

Describe Elisabeth Kübler-Ross’s five stages of dying and provide examples that illustrate each stage.

The Grief Process

Use your imagination or apply your personal experience to describe the grieving process for your chosen life stage in terms of the following:

The context of the loss; refer to risk factors, such as whether the death was expected.

Continuation of subjective meaning associated with loss, ranging from evaluations of everyday concerns to major questions about the meaning of life.

Changing representations of the lost relationship over time.

The role of coping and emotion regulation processes that cover all coping strategies used to deal with grief.

Describe Elisabeth Kübler-Ross’s five stages of dying and provide examples that illustrate each stage.

What is your opinion on the desirability of the intersection between contemporary political and ideological struggles and works of art or literature?

In the realms of literature and literary criticism, there is a common debate whether works of literature should aspire to transcend the time/place in which they were created (and thus become timeless works of art) or whether literature (and art in general) should respond to the circumstances of the world in which they were created.

Those of the first view would argue that works of art that tie themselves to contemporary politics or ideologies cannot fulfill the classical ideals of “timeless” art, while those of the second view would argue that avoiding contemporary political touchstones is, in and of itself, a political/ideological choice–just one that hides its perspective through tacit endorsement of the status quo.

What is your opinion on the desirability of the intersection between contemporary political and ideological struggles and works of art or literature?

Feel free to draw upon prior experiences with art and literature as evidence to support your stance; however, you should use specific evidence from Parable of the Sower by Octavia E. Butler’s as the primary example for your argument.

Be sure to: take a clear stance, where you position yourself on one side of the spectrum of thought or the other (although it does not have to be an absolutist position), account for potential counter-arguments, and to provide evidence for both your position and for your interpretation of how your source text (the book that you read) relates to this argument.

Be sure to include specific quotes or paraphrases from the text as evidence, citing your quotes using both author and page number.

What efforts do you see by the military, as well as by the individuals themselves, to "buffer/ protect" them from the impact of trauma?

Title Baghdad ER [] [videorecording] / directed by Jon Alpert and Matthew O'Neill ; produced by Joseph Feury, Jon Alpert and Matthew O'Neill.

Manufacture New York, N.Y. : distributed by Films Media Group, [2016?]

Reflect on the film and apply what you have learned from Chapter 5 in responding to the following prompts.

What do you imagine these military personnel are feeling? Thinking?

What risk factors for the development of PTSD can you identify for the military personnel profiled in the film?

What efforts do you see by the military, as well as by the individuals themselves, to "buffer/ protect" them from the impact of trauma?

Why might some of these military personnel develop PTSD while others do not develop PTSD?
Comment about how the film impacted you as a viewer.

 Read Majid & Burenhult (2014) and write a critical reaction on that article according to the instructions / guidelines provided.

Reaction Paper 2 

Read Majid & Burenhult (2014) and write a critical reaction on that article according to the instructions / guidelines provided.

The course is about language and cognition. Also uploading the syllabus for you to have an idea about the course.

You should read the article and write a reaction paper based on the instructions.

Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.Discuss your investigation of the problem or issue.

COMPETENCIES
726.10.2 : Manager of the Healing Environment

The graduate responds to unpredictable situations and events common in the healthcare environment with appropriate flexibility and creativity.

726.10.3 : The Nurse as Scientist

The graduate correctly interprets and applies scientific evidence when planning and providing safe, quality, and culturally sensitive care for patients and families.

726.10.4 : The Nurse as Detective

The graduate detects subtle changes and deviations from expected health patterns while managing the care of patients.

740.2.8 : Interprofessional Practices

The graduate analyzes the impact of new and diverse advanced nursing and care provider roles on interprofessional practice.

INTRODUCTION
Nursing is a practice discipline that includes direct and indirect care activities that affect health outcomes. As a baccalaureate nursing student, you are developing new competencies in leadership, and in order to achieve mastery, you must apply those competencies to live practice experiences and situations. This Leadership Learning Experience (LLE) is designed to allow you to choose a clinical focus (e.g., practice, policy, education, population) in which you apply your leadership problem–solving skills. The LLE requires engagement with other people within the setting to complete.

You will develop a project within a practice setting that allows you to develop these leadership skills. You will identify a problem area in a practice setting that you specifically want to address (e.g., practice, policy, population, education) that aligns with organizational priorities. Example sources for the problem area may include the following:

• Practice: joint commission standards, core measures as quality indicators, other data

• Policy: legislation, staffing ratio, regulations from state boards

• Population: children with diabetes, adult obesity

• Education: future of nursing, Benner’s recommendations about nursing education

You will focus on a real-life solution for the problem. You should choose a topic that is timely, manageable, and realistic to the current healthcare environment. An external resource person (i.e., manager, clinical leader, clinical educator, policy expert, or population expert) must confirm the relevance of the selected project and your engagement in the setting as part of project completion. As with all projects, you should think how you, as a nurse, function in the following roles: detective, scientist, and manager of the healing environment.

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names of people, stakeholders, or other personally identifiable information. Fictional names should be used. Also, agency-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate.

Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).

A. Develop a written proposal by doing the following:

1. Identify a problem or issue related to practice, policy, population, or education that aligns with the organizational priorities you seek to solve.

Note: You may need to meet with your organization or practice setting, your manager, or your supervisor to help choose a current problem or issue.

a. Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.

2. Discuss your investigation of the problem or issue.

a. Provide evidence to substantiate the problem or issue (e.g., organizational assessment, national source documents, evidence from a stakeholder).

3. Analyze the state of the situation using current data.

a. Analyze areas that might be contributing to the problem or issue.

4. Propose a solution or innovation for the problem or issue.

a. Justify your proposed solution or innovation based on the results of your investigation and analysis.

5. Recommend resources to implement your proposed solution or innovation. Include a cost-benefit analysis of your proposed solution or innovation.

6. Provide a timeline for implementation based on your proposal.

7. Discuss why each key stakeholder or partner is important for the implementation of the solution or innovation.

a. Summarize your engagement with the key stakeholders or partners, including the input and feedback you received.

b. Discuss how you intend to work with those key stakeholders or partners in order to achieve success.

8. Discuss how your proposed solution or innovation could be implemented, including how the implementation could be evaluated for success.

B. Explain how you fulfilled the following roles during your process of investigation and proposal development:

1. scientist

2. detective

3. manager of the healing environment

C. Submit the completed attached “Professional Verification Form” from the organizational leader advising you in your leadership experience.

D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:PROBLEM OR ISSUE
NOT EVIDENT

An identification of the problem or issue is not provided.

APPROACHING COMPETENCE

The identified problem or issue is not related to practice, policy, population, or education, or it does not align with organizational priorities that are in need of solving.

COMPETENT

The identified problem or issue is related to practice, policy, population, or education, and it aligns with organizational priorities that are in need of solving.

A1A:EXPLANATION OF PROBLEM OR ISSUE
NOT EVIDENT

An explanation of the problem or issue is not provided.

APPROACHING COMPETENCE

The explanation addresses the problem or issue, but it does not include an appropriate, logical rationale for why the problem or issue applies to the chosen area of practice and the healthcare environment.

COMPETENT

The explanation of the problem or issue includes an appropriate, logical rationale for why the problem or issue applies to the chosen area of practice and the healthcare environment.

A2:INVESTIGATION
NOT EVIDENT

A discussion of the investigation of the problem or issue is not provided.

APPROACHING COMPETENCE

The discussion of the investigation of the problem or issue is illogical or vague, or the discussion is trivial or missing key details. Or the discussion of the investigation is irrelevant to the problem or issue.

COMPETENT

The discussion of the investigation of the problem or issue is logical and sufficiently detailed. The discussion of the investigation is thorough and relates to the problem or issue.

A2A:EVIDENCE OF PROBLEM OR ISSUE
NOT EVIDENT

Evidence to substantiate the problem or issue is not provided.

APPROACHING COMPETENCE

The provided evidence fails to substantiate the problem or issue because it is not an appropriate form of evidence, or the evidence does not logically support the problem or issue.

COMPETENT

The provided evidence substantiates the problem or issue because it is an appropriate form of evidence (e.g., organizational assessment, national source documents, or evidence from a stakeholder), and it logically supports the problem or issue.

A3:ANALYSIS
NOT EVIDENT

An analysis is not provided.

APPROACHING COMPETENCE

The analysis addresses the state of the situation, but current data is not used to support the analysis. Or the analysis is implausible or is not supported by specific examples.

COMPETENT

The analysis addresses the state of the situation using current data, and it is plausible and well supported with specific examples.

A3A:CONTRIBUTORS TO PROBLEM OR ISSUE
NOT EVIDENT

An analysis is not provided.

APPROACHING COMPETENCE

The analysis is limited to addressing minor areas that contribute to the problem or issue, or the analysis is implausible or is not supported with specific examples.

COMPETENT

The analysis addresses all the areas that potentially contribute to the problem or issue. The analysis is plausible and well supported with specific examples.

A4:PROPOSED SOLUTION OR INNOVATION
NOT EVIDENT

A proposal for a solution or innovation for the problem or issue is not provided.

APPROACHING COMPETENCE

The proposal of a solution or innovation to the problem or issue is illogical, inappropriate, or missing significant components.

COMPETENT

An appropriate solution or innovation is proposed for the problem or issue. The solution or innovation is logical, well reasoned, and includes all significant components.

A4A:JUSTIFICATION OF PROPOSED SOLUTION OR INNOVATION
NOT EVIDENT

A justification of the proposed solution or innovation is not provided.

APPROACHING COMPETENCE

The justification of the proposed solution or innovation does not make logical connections between the problem and the solution, or it is not based on the results of the investigation or analysis.

COMPETENT

The justification of the proposed solution or innovation makes logical connections between the problem and the solution, and it is based on the results of the investigation and analysis.

A5:RESOURCES AND COST-BENEFIT ANALYSIS
NOT EVIDENT

A recommendation or a cost-benefit analysis is not provided.

APPROACHING COMPETENCE

The resources recommended for implementation of the proposed solution or innovation are inappropriate for the needs of the solution or innovation, or the recommendation is missing key resources. Or a cost-benefit analysis is not included, or the analysis is illogical or not an accurate representation of the needs of the proposed solution or innovation.

COMPETENT

The resources recommended for implementation of the proposed solution or innovation are appropriate for the needs of the solution or innovation.

The recommendation includes all essential resources. A cost-benefit analysis is included, and it is a logical and accurate representation of the needs of the proposed solution or innovation.

A6:TIMELINE
NOT EVIDENT

A timeline for implementation is not provided.

APPROACHING COMPETENCE

The timeline is not accurate or not achievable given the needs of the proposed solution or innovation.

COMPETENT

The timeline is accurate and achievable for the needs of the proposed solution or innovation.

A7:IMPORTANCE OF KEY STAKEHOLDERS OR PARTNERS
NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

At least 1 of the stakeholders or partners that are identified in the discussion are inappropriate for the implementation of the solution or innovation, or essential stakeholders or partners are missing in the discussion, or the discussion does not address why each identified stakeholder or partner is important for the implementation of the solution or innovation.

COMPETENT

All of the key stakeholders or partners that are identified are appropriate for the implementation of the solution or innovation, and there are no missing essential stakeholders or partners.

The discussion also addresses why each identified stakeholder or partner is important for the implementation of the solution or innovation.

A7A:ENGAGEMENT WITH KEY STAKEHOLDERS OR PARTNERS
NOT EVIDENT

A summary is not provided.

APPROACHING COMPETENCE

The summary of the engagement with the key stakeholders or partners is vague or trivial, or the summary does not include the input and feedback received from them.

COMPETENT

The summary of the engagement with the key stakeholders or partners is sufficiently detailed and meaningful, and it includes the input and feedback received from them.

A7B:SUCCESS
NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

The discussion ineffectively addresses how to work with the key stakeholders or partners discussed in part A7 in order to achieve success. The discussion is illogical or is missing supportive details.

COMPETENT

The discussion effectively addresses how to work with the key stakeholders or partners discussed in part A7 in order to achieve success. The discussion is logical and includes supportive details.

A8:IMPLEMENTATION
NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

The discussion ineffectively addresses how the proposed solution or innovation could be implemented, or the plan for implementation is illogical or missing key details, or the discussion does not include an appropriate, well-supported, or well-reasoned plan for how the implementation could be evaluated for success.

COMPETENT

The discussion effectively addresses how the proposed solution or innovation could be implemented. The plan for implementation is logical and thorough.

The discussion includes an appropriate, well-supported, and well-reasoned plan for how the implementation could be evaluated for success.

B1:ROLE OF SCIENTIST
NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation ineffectively addresses how the role of the scientist was fulfilled during the investigation process and proposal development, or the explanation is vague or lacks specific, relevant examples.

COMPETENT

The explanation effectively addresses how the role of the scientist was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.

B2:ROLE OF DETECTIVE
NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation ineffectively addresses how the role of the detective was fulfilled during the investigation process and proposal development. The explanation is vague or lacks specific, relevant examples.

COMPETENT

The explanation effectively addresses how the role of the detective was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.

B3:ROLE OF MANAGER OF THE HEALING ENVIRONMENT
NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation ineffectively addresses how the role of the manager of the healing environment was fulfilled during the investigation process and proposal development. The explanation is vague or lacks specific, relevant examples.

COMPETENT

The explanation effectively addresses how the role of the manager of the healing environment was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.

C:VERIFICATION FORM
NOT EVIDENT

A submission is not provided.

APPROACHING COMPETENCE

The “Professional Verification Form” from the organizational leader advising leadership experience is submitted, but the submission is incomplete.

COMPETENT

The submission of the “Professional Verification Form” from the organizational leader advising leadership experience is complete.

D:APA SOURCES
NOT EVIDENT

The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.

APPROACHING COMPETENCE

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.

COMPETENT

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.

E:PROFESSIONAL COMMUNICATION
NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate.

Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

SUPPORTING DOCUMENTS
Professional Verification Form.docx

Describe this learning experience (or experiences) in a 1,500-1,750 word essay. Your essay must include the following:

Benchmark – Learning Experience Description

Devise a learning experience or group of experiences that you would use to develop oral, reading, and writing (including mechanics) skills within an age group of ELLs of your choice.

These could be an extension to other learning experiences that you have designed or implemented previously.

Describe this learning experience (or experiences) in a 1,500-1,750 word essay. Your essay must include the following:

The grade or age group of your intended students and a list of the materials needed;

A brief description of how the learning experience or group of experiences would be carried out and how you would measure the effectiveness;

A thorough explanation about how knowledge in each of the following: phonology, morphology, syntax, semantics, and pragmatics informs instruction with specific examples from research; and

An overview of the historical development of language acquisition theories that support the design of your learning experience or group of experiences for your intended age group.

Include at least five sources from your research to support your position.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.