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Please watch the 2 videos on juarez:
respond to the videos by seeing if you can identify where intersectionality is highlighted– pay particular attention to race and class, gender and sexuality– be specific.
also respond to our class discussion on what is surprising in the book so far– what do you see as surprising here in this video where it is not “a novel” but is actual news
This assessment task requires you to write an opinion/theoretical report that analyses how implementation of flexible working arrangements and the corresponding changes to human resource practices highlights the increasing importance of establishing the right amount and type of organisational structure, space and alignment with an organisations corporate real estate strategy.
1. On what authority or authorities (e.g., the opinion of one or more scientists?) do you rely when considering this issue?
2. How do we determine the safety and efficacy of these vaccines? Do conflicts of interest affect research on this issue?
3. How do you balance individual freedom and the common good when considering this issue?
The purpose of this assignment is to construct a problem statement from the organizational problem you have identified previously in your current workplace or industry.
Now that you have identified a potential problem, brainstormed the root causes, and determined how you might be able to influence change, you will construct a problem statement that can be used as the basis for an action research project. The problem statement must clearly articulate the single goal of the action research project and consider the influence of the organizational change that will occur.
Part of completing an action research project and enacting organizational change includes understanding how the problem is tied to the mission, vision, and values of all the involved stakeholders and how these will drive decision making. The change that is enacted should be done to enable positive progress for your fellow coworkers and the organization at large. When developing your problem statement, you will also be asked to address the organizational problem and the potential solutions through a Christian worldview perspective.
Use what you have learned in the study materials to construct a problem statement for your action research project. Read and complete the “Writing a Problem Statement” resource to construct your problem statement. For submission, be sure to delete the template and sample worksheets provided. Submit only the completed “Writing a Problem Statement Worksheet” to your instructor.
Your problem statement will become part of your final business proposal that will be submitted in Topic 8. Evidence of revision from instructor feedback will be assessed on the final business proposal.
The purpose of this assignment is to identify an organizational problem to solve within your current workplace or industry and use an affinity diagram to brainstorm the root causes of the organizational problem and potential solutions for addressing it.
For this assignment, the first step is to identify an organizational problem to solve within your current workplace or industry. This is an opportunity for you to apply your learning while addressing a real-world problem. After you have identified a possible organizational problem, complete the “Brainstorming With an Affinity Diagram” resource to help you narrow and specify the root cause for the problem. Completing the affinity diagram will not only help you identify the root causes for the problem but also to determine the scope of influence you can have in reaching a potential solution. Keep in mind that this exercise is meant to identify a viable solution within the scope of influence in which you are directly involved and will ultimately allow you to be an agent of change.
Complete the affinity diagram action steps outlined in the “Brainstorming With an Affinity Diagram” resource, including the Five Whys Root Cause Analysis section. This can be done using online mind mapping resources like those found in the study materials, by using post-it notes, or through the use of Excel or Word documents and tables. When constructing the affinity diagram, be sure to complete all six steps described on the resource. You will reference these root causes again within your final business proposal in Topic 8.
Submit both the affinity diagram and the five whys root cause analysis to your instructor. Evidence of revision from instructor feedback will be assessed on the final business proposal.
My place of work is Caruso Law Offices and I am a office clerk. An office clerk does a variety of clerical tasks such as typing, editing routine memos, filing records, and answering phones.
Health care managers and ministry of Health in Saudi Arabia policies and strategies dealing with employees anxiety and stress in hospitals.
This assignment supports the following unit objectives:
Compare and contrast a soul-based theory of the self (as illustrated by Descartes) with a psychological-based theory of the self (like that of Locke) and a skeptical view of the self (like that of Hume).
Articulate how memory relates to our definition of the self.
Articulate the identity theory of Locke.
Explain the connection between personhood and “consciousness” as articulated by Locke.
Compare Descartes and Locke’s views on personhood and guilt.
Choose any two of the philosophers that we read in Unit 2. Recap each philosopher’s main view about consciousness/the self/personal identity. Explain at least one difference between the two philosophers’ views and state which view you prefer. Then, offer an argument (i.e., evidence) against the view that you reject.
Start with making a careful summary of two of the philosophers we read in Unit 2. What were their main concepts and definitions, what were their distinctions? How did they imagine that the self was different from the brain or different from the mind? Restate their theory and include “direct quotes”, specific references from their work.
Explain carefully how these views compare and contrast. Be sure to identify and explain at least one difference between the philosophers’ views. How do they define a key concept or make a major distinction differently?
State which view you prefer.
Offer an argument against the view that you reject.
Imagine that you are a MSN-prepared nurse leader in an out-patient cardiovascular clinic that serves low-income and homeless individuals. Consider the needs of the patient population that you serve, and respond to the following:
As a result of cardiovascular disease, what specific health risks might be present within this vulnerable patient group?
What physical and social determinants of health might influence the cardiovascular health of patients within this population?
Describe three person-centered strategies that you suggest to promote the health of patients.
How will competency in advanced health assessment, pathophysiology, and pharmacology strengthen your ability to address the health risks experienced by this group of patients?
You are a member of a 3-person educational team that has developed a competency test that uses 50 multiple choice test questions to determine the knowledge and skill level of learners. After 30 learners have completed the competency test, the team conducted an item analysis. From the results, there are 10 questions that are identified as being problematic. One of the educators wants to consider each of these questions individually to see if one or more of the questions should be removed from the test. However, a second educator is strongly against this by stating, “This is a competency test; it has validity because we wrote it—the test questions should not be altered. The grade on the examination should stand!” The third educator wants to remove the ten questionable items from the test and raise all learners’ scores. For the educator in professional nursing development, this will result in staff nurses who have failed the exam being placed on performance improvement plans and possible dismissal from the agency. For the educator in the academic setting, the learner will not be allowed to progress to the next course, must repeat the current course, and may be dismissed from the academic program.
What quantitative and qualitative information would you provide in order to assist these educators to consider the quality of the test questions?
You are part of an educational unit of four educators. The item analysis of the recent examination is being reviewed. During this process, one test question in particular upsets you. From the item analysis, you can see that the question has a discrimination index of .15 and several of the upper-level learners selected the same incorrect distractor. You believe that the distractor is worded poorly and is confusing to these students. You want to remove the item and give the students who missed it credit for the correct answer. You become upset when the majority of the educators vote to leave the test question within the examination. In fact, you become so upset that you raise your voice and the chair of the group calls for a 15-minute break for everyone “to calm down.”
Later that night, while self-reflecting, you suddenly recall that as a student, you were upset over a test question that you thought was confusing and “tricky.” However, the faculty member would not change your score, resulting in you failing the exam. You realize that this experience has impacted your work as an educator in reviewing test questions. Tomorrow, you must work with the same group of individuals on a task force.
How would you approach tomorrow’s meeting? Would you bring up your memory to the members of the task force? Would you decide to discuss it in a few days over lunch? What actions would you use so that this previous event does not impact your current work? How would you be fair to the learners who answered correctly as well as to those who answered incorrectly?