What major differences do you see between the nutrients in these brands?

Scenario:

You are at the grocery store and want to buy some crackers, but you want to choose the healthiest option. You are considering two different brands and decide to compare the nutrition labels on the boxes. The image below shows what you see for Cracker A and for Cracker B.

Instructions:

Apply what you have learned in the course, and answer the following questions using complete sentences that reflect proper spelling/grammar.

1. What major differences do you see between the nutrients in these brands?

2. What are the serving sizes for each brand? Why is it important to note serving sizes when comparing?

3. Are either of these crackers low in sodium according to current recommendations?   What are the current sodium recommendations for a food to be considered “low sodium?”

4. Which cracker (“A” or “B” brand) should someone choose if they are trying to eat less fats (both saturated and trans fat), less sodium, and more fiber?

5. In your opinion, which is the “healthier” cracker snack? Explain your reasoning.

xplain why HR professionals would post the job where they did.

Description

You will continue to write about the company you chose in Weeks 1 and 2. This week, you will write on the points below. Your submission should be approximately 2 pages long and use at least two credible resources. Research and review the website of the company you chose for most of this information needed below: Job Posting Find a job posting for the organization and provide the title of the job posting, including a live hyperlink to the job posting. What platform did you use to find the job? i.e. Indeed, LinkedIn, Glassdoor Explain why HR professionals would post the job where they did. Refer to Chapter 10 pages 262-263 for more. Organizational Culture After reading the job description and knowing what you do from your research, how would you describe the organizational culture of the company? Provide specific reasons why you described the organizational culture the way you did. Does the organization provide internal training and development opportunities? Does the job description align with the organization’s mission statement? Conclusion Based on your findings and research, is this an organization you would want to work at? Why or why not? General Information Resources for this report: The company’s corporate website is going to be the main source of information. You should not copy/paste any parts of your report from a website on the internet. Provide a citation for any information that is not your own. For example, if you tell how many employees a company has, then include a citation for this data to let your reader know where you got this information. Your own ideas: The purpose of any research is to find solid, reliable information and then to form your own ideas  about your findings. You do NOT cite your own ideas.

explain how the company is structured i.e. centralization versus decentralization, span of control, tall versus flat organizational structures, and/or departmentalization.

Description

Remember week 1 i chose Delta Airlines You will continue to write about the company you chose in Week 1. This week you will write on the following points below. Your submission should be approximately 2 pages long and use at least two credible resources. Research and review the website of the company you chose for most of this information needed below: Mission Statement Provide the mission statement. Explain the meaning of the mission statement to the company’s employees and customers. Strategic Goals Identify and describe two strategic goals you have located on the company’s website. How do the strategic goals support the mission statement? SWOT Analysis Identify one strength for this business. Identify one weakness for this business. Identify one opportunity for this business. Identify one threat to this business. Organizational Structure How is the company structured? Check out Chapter 7 in your book and use any of the descriptions from the chapter to explain how the company is structured i.e. centralization versus decentralization, span of control, tall versus flat organizational structures, and/or departmentalization. Conclusion Summarize the mission, the goals, and the SWOT of the organization. General Information Resources for this report: The company’s corporate website is going to be the main source of information. You should not copy/paste any parts of your report from a website on the internet. Provide a citation for any information that is not your own. For example, if you tell how many employees a company has, then include a citation for this data to let your reader know where you got  this information. Your own ideas: The purpose of any research is to find solid, reliable information and then to form your own ideas about your findings. You do NOT cite your own ideas. APA Style: The template gives you a good guide to follow for APA style. There are tutorials in Canvas that show you how to use APA Style and how to cite the information you find. You can also get help in the Writing Assistance Center (WAC) with APA citation. Reference: Carter, T. (2020, December 23). The true failure rate of small businesses. Entrepreneur. https://www.entrepreneur.com/article/361350

What are the features and advantages of the TBLT method to promote students’ English skills.

Chapter 1: Introduction   500 words

1. main topic: Research teachers’ and students’ perception of task-based language teaching (TBLT): in Chinese university
2. Rational
3. Research aim and research question:

Q1: What are the views of teachers and students on the application of TBLT in the classroom.

Q2: What are the features and advantages of the TBLT method to promote students’ English skills.

Q3: What are the challenges to implementing TBLT in the classroom.

4. Scope
5. Methodology
6. Structure of the whole dissertation

Chapter 2: Literature review 4000 words

in this chapter more than 35 reference

1. The theoretical foundation of TBLT

1.1 Overview of TBLT

1.2 Strengths and weaknesses of TBLT

2. The Chinese educational context
3. Implementing TBLT in China

Reference in this chapter

Ministry of Education (MOE). 2001.National English Curriculum Standards for Nine-Year Compulsory Education and SeniorHigher School Education. Beijing: People’s Education.

Ministry of Education. 2015.Guidelines on College English Teaching. Beijing: MOE.

Carless, D. 2009. Revisiting the TBLT versus P-P-P debate: voices from Hong Kong. Asian Journal of English LanguageTeaching 19: 49–66. http://web.edu.hku.hk/f/acadstaff/412/2009_Revisiting-the-TBLT-versus%20P-P-P-debate-Voices-from-Hong-Kong.pdf (accessed 18 October, 2015).

Cheng, X.Y. and M. Samuel. 2011. Perceptions and implementation of task-based language teaching among secondaryschool EFL teachers in China. International Journal of Business and Social Science 2, no. 24: 292–302. http://ijbssnet.com/journals/Vol_2_No_24_Special_Issue_December_2011/32.pdf (accessed 25 July, 2015).

Ellis, R. (2014) Taking the critics to task: A case for task-based teaching. Conference. Retrieved from https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2014/Proceedings/ellis_rod.pdf

Skehan, P. (1996). A framework for the implementation of task-based Instruction. Applied Linguistics, 17(1), 38-62.

Le Gal, D. & I-Chou, P. (2015). Resistant or favourable? Chinese learners’ beliefs towards task-based language learning and teaching. Ikala: Revista De Lenguaje Y Cultura, 20(1), 95-110.doi: 10.17533/udea.ikala.v20n1a06

Kim, Y., Jung, Y. and Tracy-Ventura, N. (2017) Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51: 632–660.doi:10.1002/tesq.381

Ruso, N. (2007). The Influence of task-based learning on EFL classrooms. Asian EFL Journal (18). Retrieved from https://www.asian-efl-journal.com/1855/teaching-articles/2007/02/theinfluence-of-task-based-learning-on-efl-classrooms/#squelch-taas-tab-content-0-3

Vieira, F. (2017). Task-based instruction for autonomy: Connections with contexts of practice, conceptions of teaching, and professional development strategies. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 51(3), 693-715.

Sheen, R. (2003). Focus on form – a myth in the making? ELT Journal, 57(3), 225-233. Retrieved from: https://doi.org/10.1093/elt/57.3.225

Sheen, R. (1994). A critical analysis of the advocacy of the task-based syllabus. TESOL Quarterly, 28(1), 127-51.

Ellis, R. (2015). The importance of focus on form in communicative language teaching. Eurasian Journal of Applied Linguistics, 1(2), 1-12. Retrieved from https://espace.curtin.edu.au/bitstream/handle/20.500.11937/58878/257453.pdf?sequence=2

Ellis, R. (2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, (3), 221–246. doi:10.1111/j.1473-4192.2009. 00231.x

What internal and external conditions need to be addressed in the strategic management process of Amazon going forward?

Description

Recently in the news, there have been reports on the success of Amazon growing into the largest online retailer. With growth and success, leaders are often challenged to remain strategic in their approaches to evolve through change. Based on what you know from the news reports (research Amazon for more information, and cite the source), how should the company move forward to remain strategic in the online retail environment? What is at risk with the current founder and CEO remaining at the helm or is it time for a new approach? What internal and external conditions need to be addressed in the strategic management process of Amazon going forward?

How can learning about the analysis of qualitative and quantitative data be useful in your career?

Professional and Personal Reflection

For the third and final component of your capstone, you will write an essay in which you discuss the process and outcomes of this project, as well as how your coursework culminated in the capstone project. This may include discussions of unforeseen problems or obstacles, as well as any surprises. The essay should also discuss your identified strengths and problems that you encountered while completing the project. Finally, the essay will examine how the capstone project will be useful in the job market or in furthering your education. You should envision this component as a personal reflection on the capstone and your experience in the Operations Management program as a whole. For instance, relative to the capstone, you could discuss what you did (or intended to do), and then consider what worked well, what challenges you faced, and what you would do differently to make your experience better. In reflecting on your time here at SNHU, you might discuss where you started, where you are now, and where you see yourself going. Note that this component is not about evaluating the capstone itself but rather your experience within the capstone project. Some of the issues that you could address in this final component of this capstone may include: • Overall, what was your capstone experience like? • Reflect on the significance of the capstone in relation to your own experience at SNHU. • What connections do you see between your capstone and your academic program? • How can learning about the analysis of qualitative and quantitative data be useful in your career? • The SWOT allows you to analyze internal and external factors. How can this tool be helpful after graduation?

identify the overall value added if the solution is implemented. For instance, the solution may be developed to increase service quality for customers or to increase revenue, increase product quality, and so on.

Two:

Project Planning Outline

After identifying necessary improvements in Component One, you will pick one solution to expand upon in a professional project plan. Here, you will develop an abbreviated project management plan (PMP) that showcases the essential steps you think would be effective in implementing your proposed solution. Based on your SWOT analysis, your abbreviated PMP should be presented in an outline format with proposed tasks needed for implementation that adhere to industrydriven project management principles. • What tasks are needed in order to implement the proposed solution in the organization? Each task must be written out with thorough detail and should be organized chronologically, based on logical and appropriate start and end times for each task. • In closing, identify the overall value added if the solution is implemented. For instance, the solution may be developed to increase service quality for customers or to increase revenue, increase product quality, and so on.

Develop potential solution(s) addressing the identified weaknesses and threats that are listed in the SWOT that would add value to the organization with minimal risk.

Prompt

You will select an organization in operations management that is currently facing competition from other service industries in the same area (e.g.., Verizon vs. Sprint, Apple vs. Dell, Longhorn Steakhouse vs. Outback Steakhouse, Chrysler vs. Chevrolet, etc.). After laying the foundation for understanding the selected organization by analyzing data from both quantitative and qualitative sources, you will then apply continuous improvement techniques for identifying potential solutions by developing a SWOT analysis on the selected organization, ultimately contributing to its long-term planning and sustainability. You will then develop potential solution(s) for addressing the identified weaknesses or threats (outlined in the SWOT) that would add value to the organization with minimal risk. This will also be accompanied by a project planning outline that will highlight how and when the proposed solution will be introduced, which should adhere to common industry-driven project management principles. Finally, you will reflect on your journey through the Operational Management program and how you plan to position yourself professionally through a third component in the form of a personal and professional reflection. Capstone Component One: SWOT Analysis For the first of three capstone components, you will develop a comprehensive, professional SWOT analysis that will help form long-term planning and sustainability strategies, outlined in a project management plan (PMP). First, you will want to lay the foundation for conducting your SWOT analysis by comprehensively describing the selected organization and discussing the issues or problems that the organization is facing. Overall, it is important to include information that is pertinent for comprehending the organization and its problems. It is up to you to establish a robust context for understanding and responding to the organization’s need(s). Part of establishing a solid framework for analyzing the organization is incorporating information that supports why the problem(s) exists and how it is valid. For instance, based on your chosen organization, you should include both a quantitative analysis and qualitative analysis that speak to the organization’s need and identified problem. After conducting a SWOT analysis, you will bring your analysis together by synthesizing the results and identifying potential solutions. The following sections should be included: I. Strengths: Identify the strengths of the organization. II. Weaknesses: Identify the weaknesses of the organization. III. Opportunities: Identify potential opportunities that the organization should explore in order to expand. IV. Threats: Identify external factors that could potentially negatively affect the organization. V. Improvements: Develop potential solution(s) addressing the identified weaknesses and threats that are listed in the SWOT that would add value to the organization with minimal risk.

Research teachers’ and students’ perception of task-based language teaching (TBLT): in Chinese university

Research teachers’ and students’ perception of task-based language teaching (TBLT): in Chinese university

Chapter 1: Introduction   500 words

1. main topic: Research teachers’ and students’ perception of task-based language teaching (TBLT): in Chinese university
2. Rational
3. Research aim and research question:

Q1: What are the views of teachers and students on the application of TBLT in the classroom.

Q2: What are the features and advantages of the TBLT method to promote students’ English skills.

Q3: What are the challenges to implementing TBLT in the classroom.

4. Scope
5. Methodology
6. Structure of the whole dissertation

Chapter 2: Literature review 4000 words

in this chapter more than 35 reference

1. The theoretical foundation of TBLT

1.1 Overview of TBLT

1.2 Strengths and weaknesses of TBLT

2. The Chinese educational context
3. Implementing TBLT in China

Reference in this chapter

Ministry of Education (MOE). 2001.National English Curriculum Standards for Nine-Year Compulsory Education and SeniorHigher School Education. Beijing: People’s Education.

Ministry of Education. 2015.Guidelines on College English Teaching. Beijing: MOE.

Carless, D. 2009. Revisiting the TBLT versus P-P-P debate: voices from Hong Kong. Asian Journal of English LanguageTeaching 19: 49–66. http://web.edu.hku.hk/f/acadstaff/412/2009_Revisiting-the-TBLT-versus%20P-P-P-debate-Voices-from-Hong-Kong.pdf (accessed 18 October, 2015).

Cheng, X.Y. and M. Samuel. 2011. Perceptions and implementation of task-based language teaching among secondaryschool EFL teachers in China. International Journal of Business and Social Science 2, no. 24: 292–302. http://ijbssnet.com/journals/Vol_2_No_24_Special_Issue_December_2011/32.pdf (accessed 25 July, 2015).

Ellis, R. (2014) Taking the critics to task: A case for task-based teaching. Conference. Retrieved from https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2014/Proceedings/ellis_rod.pdf

Skehan, P. (1996). A framework for the implementation of task-based Instruction. Applied Linguistics, 17(1), 38-62.

Le Gal, D. & I-Chou, P. (2015). Resistant or favourable? Chinese learners’ beliefs towards task-based language learning and teaching. Ikala: Revista De Lenguaje Y Cultura, 20(1), 95-110.doi: 10.17533/udea.ikala.v20n1a06

Kim, Y., Jung, Y. and Tracy-Ventura, N. (2017) Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51: 632–660.doi:10.1002/tesq.381

Ruso, N. (2007). The Influence of task-based learning on EFL classrooms. Asian EFL Journal (18). Retrieved from https://www.asian-efl-journal.com/1855/teaching-articles/2007/02/theinfluence-of-task-based-learning-on-efl-classrooms/#squelch-taas-tab-content-0-3

Vieira, F. (2017). Task-based instruction for autonomy: Connections with contexts of practice, conceptions of teaching, and professional development strategies. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 51(3), 693-715.

Sheen, R. (2003). Focus on form – a myth in the making? ELT Journal, 57(3), 225-233. Retrieved from: https://doi.org/10.1093/elt/57.3.225

Sheen, R. (1994). A critical analysis of the advocacy of the task-based syllabus. TESOL Quarterly, 28(1), 127-51.

Ellis, R. (2015). The importance of focus on form in communicative language teaching. Eurasian Journal of Applied Linguistics, 1(2), 1-12. Retrieved from https://espace.curtin.edu.au/bitstream/handle/20.500.11937/58878/257453.pdf?sequence=2

Ellis, R. (2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, (3), 221–246. doi:10.1111/j.1473-4192.2009. 00231.x

Chapter 3: Methodology 3500 words

3.1 research approach and question

3.2 participants

3.3 data collection and analysis

3.4 ethnic

online self-administered questionnaire

Questionnaire for students: more than 15 questions

Questionnaire for teachers: more than 15 questions

online semi-structured interviews.

Interview for students: more than 15 questions

Interview for teachers:   more than 15 questions

Participants: 40 university students and 5 English teachers who are using the TBLT method at a Chinese university. 40 students will be randomly selected according to their student card numbers. 5 teachers will be randomly selected by lottery.

Data collection: online self-administered questionnaire, and online semi-structured interviews. Each participant completes a questionnaire, and 5 students and 2 teachers are randomly selected among the participants for semi-structured interviews

Data Analysis: For quantitative data, each respondent’s answers will be categorised, and percentages calculated and presented in a pie chart. For qualitative data, it will be analysed using thematic coding.

Chapter 4: Results and Discussion 3500words

4.1 Introduction

4.2 Q1

4.3 Q2

4.4 Q3

4.5 conclusion

Chapter 5: Conclusion 700 words

5.1 conclusion

5.2 limitation

5.3 implication

critically discuss the range of evidence and research underpinning the care of the intensive care baby and family

Description

Introduction (approximately 100 words) 1.1 As with any assignment you should commence with an introduction to signpost the intent of the assignment to the reader. 1.2 A statement of confidentiality should be provided which includes baby, parents, staff, unit and hospital. Provide a scenario/event on an aspect of care provision to an infant requiring intensive care and/or his/her family (approximately 100 words) 2.1 A succinct description of the scenario should be provided with a clear rationale provided, linking to your topic choice. The themes identified from your topic need to be identified and realistic in number to allow in-depth critical discussion within the allowed word limit (approximately 100 words) 3.1 It may be your topic literature search results in a large number of themes to potentially discuss. However it is important that as you have only 2000 words for this assignment, that you limit the number of themes discussed to enable in-depth critical discussion/analysis and comment on the merits of the literature. Depending on topic choice, this could be as little as one theme up to 3 three themes maximum. 3.2 Please seek advice from module leader to determine the number of themes that can be realistically discussed. Main body of your essay (approximately 1500 words) This section must address the module specific learning outcome below. 4.1 Learning outcome 3: critically discuss the range of evidence and research underpinning the care of the intensive care baby and family In other words you need to critically discuss and analyse your chosen topic/themes with evidencebased literature and critically comment on the merits (strengths and limitations) of the research used and consider its implications to neonatal practice. Prior to discussing your themes it may be necessary to provide a context for the topic which may include definitions and statistics, in other words set the scene. Within each theme research literature should be used to critically structure and underpin discussion. As discussed in your ‘reading literature critically’ workshop, your presentation of the research literature should include the type of study, type and number of patients, families or units (sample size and characteristics), how data was collected and findings. Strengths and limitations of the study considered should be supported by research methods literature. Implications of the literature to practice should be considered. 5. Conclusion (approximately 200 words) 5.1 Care given in scenario/event should be evaluated in light of the literature reviewed and personal learning should be identified. 5.2 Briefly discuss whether the care given in your scenario was evidence based from the literature reviewed and discuss your personal learning from completing this review and how you could use the knowledge gained from exploring the research literature to improve and/or enhance your future practice and possibly of your team/Unit. 5.3 Provide a summary of your main discussion points.