Business finance – operations management operations, technology,

Overview
In this assignment, you will focus on these sections of your business plan:

Operations.
Technology.
Management and Organization.
Social Responsibility.
Financials.

You will revise the Operations, Social Responsibility, and Financials sections based on the feedback you received in the discussion threads and any changes you want to make to your business plan.
The Technology and Management and Organization sections are new. You have not worked on these sections in your discussion threads.
The assignment consists of two parts:

The business plan (A3-Operations, Technology, Management, and Ethics Plan Template Download A3-Operations, Technology, Management, and Ethics Plan Template[doc]).
Business plan financials (using the Business Plan Financials Excel Template).

To successfully complete this assignment, you must attach both documents to the submission area as separate files and then click Submit.
Reminders and Notes

Your chosen company will operate in a 100-mile radius from your home address. Your goal is to reach $1 million in sales by the end of the second year.
Be sure to follow the guidelines, whether you use the snack food company scenario or the company of your choice:

You are not starting this assignment from scratch. You have already worked on these sections of your business plan in the weekly discussions:

Operations (Week 5 discussion).
Social Responsibility (Week 6 discussion).
Financials (Week 7 discussion).

Part 1: Business Plan
Write a 4-8 page paper, in MS Word, in which you provide the specified information in each section.
Operations Section (1-2 pages)
Notes

Chapter 11, “Operations,” pages 195-218, of your textbook provides information about developing an operations plan. The chapter also provides a sample operations plan. You’ve already read this chapter in Week 5. Refer to it on an as needed basis as you work on this section of your business plan.
Assign a dollar amount to each operational cost you find; you will need these figures for your financials (Business Plan Financials Excel Template).
If you are working with the snack food company scenario, be sure to use the information and costs provided in the Snack Food Company Guidelines.
Revise your post and the feedback you received on it in the Week 5 discussion thread to create your operations plan.

Instructions

Create an operations plan for your selected company expanding on each of these topics:

Facilities.

Consider questions such as these regarding facilities:

Will you rent or buy your facilities, or will you outsource production to an existing company?
If you are renting or buying your facilities, what utilities will be required to run the operation?
What will be the costs associated with any necessary utilities?

Production Process or Description of How Your Business Will Operate If Retail or Service Company.

Include any equipment you plan to use, if applicable.

Research needed equipment, such as machines, refrigerators, burners, ovens, and so on.
Will you rent or buy needed equipment?
How will you maintain and clean the equipment?
How will you ensure quality control?
What capacity do you intend to reach?
If you have a retail or service business, consider any equipment you might need in your process.

Explain your approach to inventory, as applicable.

Where do your supplies come from?
What is your turnaround time to produce your product once you have received an order?

Research and Development.

How will you stay abreast of new developments in the industry?
What new products or services are in development?

Personnel Needs in Operations.

How many operations employees do you plan to have?
What will their roles be?

Technology Section (1-2 pages)
Notes

Chapter 12, “Technology Plan,” pages 225-234, of your textbook provides information about developing a technology plan. The chapter also provides a sample technology plan. You’ve already read this chapter in Week 5. Refer to it on an as needed basis as you work on this section of your business plan.
Assign a dollar amount to each technology cost you find; you will need these figures for your financials (Business Plan Financials Excel Template).
If you are working with the snack food company scenario, be sure to use the information and costs provided in the Snack Food Company Guidelines.
Consider the type of technology your selected company will use to conduct activities, such as managing personnel; taking, fulfilling, and tracking orders; managing inventory; communicating with customers and providing customer service; and producing your product or providing your service.

Instructions

Create a technology plan for your selected company expanding on each of these topics:

Software Needs.

Examples of software you might need include graphics, customer relationship management, accounting, inventory, and office suite.

Hardware Needs.

Examples of hardware you might need include computers, monitors, servers, routers, and tablets.

Telecommunication Needs.

Examples of telecommunication equipment you might need include phones, Internet, fax, and mobile phones.

Personnel Needs in Technology.

Will your technology personnel be in-house or outsourced?

Management and Organization Section (1-2 pages)
Notes

Chapter 13, “Management & Organization,” pages 235-258, of your textbook provides information about developing a management and organization plan. The chapter also provides a sample management and organization plan. This chapter was part of the assigned reading for this week. Refer to this chapter on an as needed basis as you work on this section of your business plan.
Be sure to include the salary costs associated with the management personnel; you will need these figures for your financials (Business Plan Financials Excel Template).

Instructions

Create a management and organization plan for your selected company expanding on each of these topics:

Key Management Employees.

List key management team members along with a several sentence description of each person’s relevant business background and responsibilities.

Advisors.

List any people you will use as advisors for your business; include a several sentence description of these individuals’ areas of expertise and their expected contribution to the business.

Management Hierarchy.

Outline your company’s management hierarchy using the flow charts on page 248 of your textbook as a guide.
Import/include all charts or diagrams into the MS Word document.

Social Responsibility Section (1-2 pages)
Notes

Chapter 14, “Social Responsibility & Sustainability,” pages 259-270, of your textbook provides information about developing your social responsibility plan. The chapter also provides a sample social responsibility and sustainability plan. You’ve already read this chapter in Week 6. Refer to it on an as needed basis as you work on this section of your business plan.
Revise your post and the feedback you received on it in the Week 6 discussion thread to create your social responsibility plan.

Instructions

Create a social responsibility plan for your selected company expanding on each of these topics:

Impact on Stakeholders.

Describe the ways your chosen company will impact stakeholders, such as employees, customers, suppliers, and the community. This is the people section of the triple bottom line.

What types of benefits (such as health care, flexible work hours, and opportunities for advancement and education) will your company offer employees?
What types of opportunities (such as classes, sponsored events, and assistance to causes and charities) will your company offer the community?

Environmental Impact.

Explain how your company’s activities will affect the environment.
Identify the steps you will take to mitigate any negative impacts.

How will you minimize your ecological footprint in your operations? Consider energy usage, waste disposal, recycling, using recycled materials, et cetera.

Formatting
Format your assignment according to these requirements:
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all supports. Check with your professor for any additional instructions.

Typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
You must include headings in your paper for each major topic.
Include a cover page containing the assignment title, your name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
Include a source list page. All sources used must be listed in the source list page and have a corresponding in-text citation. Citations and references must follow SWS format. The source list page is not included in the required page length.

Note: There is no minimum requirement for the number of resources used in this assignment.

Part 2: Business Plan Financials
Revise the Business Plan Financials Excel Template based on feedback from the Week 7 discussion thread and changes you make to your business plan.

Be sure the numbers in the Business Plan Financials Excel Template match any numbers included in the Operations, Technology, and Management and Organization sections of your business plan narrative.
Remember that the guidelines, whether for your own startup company or for the snack food company scenario, provide helpful information on completing the worksheets within the Business Plan Financials Excel Template.

Learning Outcomes
The specific course learning outcome associated with this assignment is:

Create an operations, technology, and management plan for a company, including considerations for ethics and social responsibility and business financials.

View RubricWeek 8 Assignment – Operations, Technology, Management, and Social Responsibility Plan (With Financials)Week 8 Assignment – Operations, Technology, Management, and Social Responsibility Plan (With Financials)

Np_ex19_7a | Computer Science homework help

 NP_EX19_7a_FirstLastName_1 
  
GETTING STARTED
· Open the file NP_EX19_7a_FirstLastName_1.xlsx, available for download from the SAM website.
· Save the file as NP_EX19_7a_FirstLastName_2.xlsx by changing the “1” to a “2”.
o If you do not see the .xlsx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.
· With the file NP_EX19_7a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet.
o If cell B6 does not display your name, delete the file and download a new copy from the SAM website.
PROJECT STEPS
1. Lael Masterson works in the Student Activities Office at Valerian State College in Illinois. Lael has started compiling information on students who are interested in helping run student organizations at Valerian State, and she needs your help completing the workbook.Switch to the Student Representatives worksheet. In cell E2, enter a formula using the HLOOKUP function as follows to determine a student’s potential base hourly rate (which is based on the number of years of post-secondary education):
a. Use a structured reference to look up the value in the Post-Secondary Years column. Retrieve the value in the 2nd row of the table in the range P13:U14, using an absolute reference. Because base hourly rate is tiered based on the number of years of education, find an approximate match.
b. Fill the formula into the range E3:E31, if necessary.
2. Student organizations sometimes require transportation for off-campus activities, and school policy requires students to be over 23 years old to serve as transport.Lael wants to determine how many of the active students will be eligible to transport other group members. In cell J2, enter a formula using the IF function and structured references as follows to determine if Kay Colbert can serve as authorized transport:
a. The function should use a reference to the Age column to determine if the student’s age is greater than 23, and should return the text Yes if true and No if false.
b. Fill the formula into the range J3:J31, if necessary.
3. To be eligible for the leadership training program offered by the office, a student must have at least 2 years of post-secondary education or have gone through the organization finance training. In cell K2 enter a formula using the IF and OR functions and structured references as follows to determine if Kay Colbert can join the leadership training program:
a. The IF function should determine if the student’s Post-Secondary Years is greater than or equal to 2 OR if the student’s finance certified status is “Yes”, returning the text Yes if a student meets one or both of those criteria or the text No if a student meets neither of those criteria.
b. Fill the formula into the range K3:K31, if necessary.
4. Experienced students may serve as mentors if they are at least age 21 and have at least 3 years of post-secondary education. In cell L2, enter a formula using the IF and AND functions and structured references as follows to determine if Kay Colbert is eligible to serve as a mentor:
a. The IF function should determine if the student’s age is greater than or equal to 21 AND the student’s post-secondary years are greater than or equal to 3, and should return the text Yes if a student meets both of those criteria or the text No if a student meets none or only one of those criteria.
b. Fill the formula into the range L3:L31, if necessary.
5. Lael is always on the lookout for students who might be interested in running for office in student groups.In cell M2, enter a formula using a nested IF function and structured references as follows to determine first if a student has already been elected to office in a student group, and if not, whether that student meets the qualifications to run in the future:
a. If the value in the Elected column is equal to the text “Yes”, the formula should display Elected as the text.
b. Otherwise, the formula should determine if the value in the Finance Certified column is equal to the text “Yes” and return the text Yes if true And No if false.
6. Students who work with student organizations are also considered for employment at the Student Activities Office. Students with more than 4 years of post-secondary education are qualified for more complex Tier 2 jobs.In cell N1, enter the text Tier as the column heading. 
7. In cell N2, enter a formula using the IF function and structured references as follows to determine which work tier Kay Colbert is qualified for:
a. The IF function should determine if the student’s Post-Secondary Years is greater than or equal to 4, and return the value 2 if true or the value 1 if false.
b. Fill the formula into the range N3:N31, if necessary.
8. Lael wants a quick way to look up students by their Student ID.In cell Q3, nest the existing VLOOKUP function in an IFERROR function. If the VLOOKUP function returns an error result, the text Invalid Student ID should display.
9. Lael wants to determine several totals and averages for active students.In cell Q8, enter a formula using the COUNTIF function and structured references to count the number of students who have been elected to offices in student organizations.
10. In cell R8, enter a formula using the AVERAGEIF function and structured references to determine the average number of post-secondary years for students who have been elected.
11. In cell R9, enter a formula using the AVERAGE function and structured references to determine the average number of years of post-secondary education of all students as shown in the Post-Secondary Years column.
12. Switch to the Academic Groups worksheet. In cell A14, use the INDEX function and structured references to display the value in the first row and first column of the AcademicGroups table.
13. In cell A17, use the SUMIF function and structured references to display the total membership in 2023 for groups with at least 40 members.
14. Lael is also planning for student groups that the office will be working with in the coming year. She decides to create a PivotTable to better manipulate and filter the student group data.Switch to the Academic PivotTable worksheet, then create a PivotTable in cell A1 based on the AcademicGroups table. Update the PivotTable as follows so that it matches Final Figure 2:
a. Change the PivotTable name to: AcademicPivotTable
b. Add the Activities field and the Group Name field (in that order) to the Rows area. 
c. Add the 2021, 2022, and 2023 fields (in that order) to the Values area.
d. Change the display of subtotals to Show all Subtotals at Top of Group.
e. Change the report layout to Show in Outline Form.
f. Update the Sum of 2021 field in the Values area to display the name 2021 Membership with the Number number format with 0 decimal places.
g. Update the Sum of 2022 field in the Values area to display the name 2022 Membership with the Number number format with 0 decimal places.
h. Update the Sum of 2023 field in the Values area to display the name 2023 Membership with the Number number format with 0 decimal places.
15. Lael wants to summarize data for all student groups in a PivotTable. To do so, she must first update the AllGroups table.Switch to the All Groups worksheet then edit the record for the Astronomy Society to use 76 as the 2023 field value.
16. Switch to the All Groups PivotTable worksheet. Refresh the PivotTable data, then verify that the 2023 Membership value for the Astronomy Society in row 6 reflects the change you made in the previous step.
17. Apply the Light Blue, Pivot Style Medium 2 PivotTable style to the PivotTable.
18. Add the Office field to the Filters area of the Pivot Table. Filter the table so that only organizations with private offices are visible.
19. Filter the PivotTable as follows:
a. Create a Slicer based on the Activities field value.
b. Resize the slicer so that it has a height of 2.2″ and a width of 3.2″. 
c. Move the slicer so that its upper-left corner appears within cell F3 and its lower-right corner appears within cell J14. 
d. Use the slicer to filter the PivotTable so that only Fraternal groups are visible.
Lael also wants to summarize membership data for all organizations using a PivotChart to help determine which groups are showing the most interest from students.Switch to the Activities PivotTable worksheet. Based on  

Macro social work: crisis intervention

300 words
Imagine the Campbells’ town has just experienced a tornado. The town is devastated. Schools, businesses, and multiple homes are damaged. The town contacts you to be part of the crisis team to attend the town meeting.
Social work action often occurs on the macro systems level. This  week’s readings discuss macro-level interventions, including the  following:

Engaging community.
Advocacy.
Application of policy.

Using a chosen peer-reviewed article or scholarly based website  that provides macro-level trauma or solution-focused best practice  interventions, in your initial post respond to the following:

Provide a summary of your source’s recommended macro-based community best practice intervention. Describe how you would apply it to  this situation.

Introduction
Throughout this course and your  synchronous activities, we will be focusing on the members of the  Campbell family. Please review the following case information to get an  understanding of this family, including demographic information, roles,  and identified issues. You will use this case study as a basis for your  final treatment plan.
Meet the Campbell Family
This  family lives in Fort Lupton, a rural town in northern Colorado with a  population of almost 7,500 residents. About 55% of residents are  Hispanic and another 42% are white. The unemployment rate is 16%. The  primary industry in Fort Lupton is construction, although there is also a  growing gas and oil industry.
The family was referred to Weld  County’s Department of Health Services for assessment and evaluation  after the 15-year-old son, Jacob, was charged with grand theft auto. He  is scheduled to attend court later this week. Kali, Jacob’s 17–year–old  sister, has previously been on probation for drug use and possession of  marijuana.
Jacob and Kali’s dad, Joe, has requested a meeting. He  says, “My family is falling apart, and no one is talking about it.” He  says that Jacob is a screw–up and doesn’t seem to care, and that Kali,  who never leaves her room, is always high. “Frankly, I don’t blame her,”  he says. “My wife Karen her mother, is drinking herself to death.”
At  the intake, each family member filled out a brief entrance form. Joe is  frustrated and on edge, saying that no one wanted to come, including  his wife, and he had to bribe his daughter and son to get in the car.  Karen is sitting next to her son with her head down, avoiding any eye  contact. Kali laughs at her father and is on her phone. Jacob has his  baseball cap pulled over his eyes, slumps in his chair, and is  pretending to be asleep.
Karen Campbell

Karen  Campbell is a 34–year–old female. Her father is Hispanic, second  generation from Mexico, and her mother was Hopi Native American. She is a  stay–at–home mom who works part time for a friend with a house cleaning  business.
Karen’s father is 55. He lives on the family ranch  where Karen grew up, and Karen says she sees him a couple of times a  year. Karen’s mother passed away two years ago at the age of 51 from  heart failure.
Karen has no siblings. Her brother committed suicide when he was 14 years old. Karen was 10 at the time.
Karen was raised Catholic, but has not attended church in over 20 years.
Karen is a stay at home mom that works part time for a friend who has a house cleaning business.
Karen  says that she started dating Joe in the eighth grade. They married when  Karen got pregnant with Kali at the age of 17. They have been married  for 17 years, with two previous separations. The first separation was  when Karen was three months pregnant with Kali and Joe enlisted with the  Army. Karen says her mother made her move back home at that time,  because she didn’t trust Joe. When Joe finished his two–year commitment,  they reconciled, right after Karen delivered Jacob.
The second  separation was two years ago, and Joe actually filed for separation.  Karen says it was because she was not coping well with her mother’s  death, that she “just fell apart.” Joe didn’t know how to handle it, so  he just left. (For his part, Joe says he left her because she was  depressed and drinking herself to death like her mother did.)
Karen says she is anxious about obtaining help, but that she also feels guilty, and that she is a failure as a parent.
She  says, “My kids used to like me, we used to be close. Now they never  talk to me —they avoid me, really. I’ve failed them as a mother, so now I  really have no purpose in life.”
Karen reports one good  girlfriend whom she does not see often. She does not go out socially,  and she drinks at home to “calm her nerves.”
Karen presents as unkempt, frazzled, and nervous. She has dark circles under her eyes and looks physically unhealthy.
Karen reports a previous diagnosis of depression and has active diabetes. She also reports current high levels of anxiety.

Joe Campbell

Joe is a 35 year old Caucasian male who is  estranged from his father Bob. Joe has not talked to Bob since his  father left the family over 25 years ago. Joe’s mother is in the local  nursing home, after having been diagnosed with early onset dementia at  the age of 57. Joe says he picks his mom up every Sunday to attend the  Lutheran church. He reports being very close to his mother, and says he  is frustrated that Karen and the kids refuse to go to church with them.
Joe  has two older sisters who live in the same town. He says he tries to  see them, but Karen doesn’t get along with them, so “it’s not really  worth the effort.”
Joe is an Army veteran and served for two years in Afghanistan after his high school graduation, shortly after marrying Karen.
Joe  is a long–haul truck driver. He was once a police officer, but he was  injured on the job 10 years ago. After he left the force, he started  working for his brother–in–law’s trucking business. He says it helps his  marriage to be away from home for long periods of time, but because he  is gone so much, the kids don’t listen and “everything has fallen  apart.”
Joe is an active member of the American Legion and he is  there most nights that he is not working, talking to the other police  officers and community members.
Joe says Karen was his high  school girlfriend, and when she got pregnant he did the right thing by  marrying her. He says he joined the Army so he could provide a better  life for his family, and he was devastated when Karen moved out of their  home to live with her mother.. He says he had to beg her to come back,  and it was only after she became pregnant with Jacob that they  reconciled.
Joe says he left again two years ago and moved in  with his sister and brother“in”law after Karen’s mother died. Karen had  started to drink heavily, and began to be angry and violent towards him.  He moved back home about a year ago when he realized his kids were out  of control and Karen needed some help in dealing with their behaviors.
Joe  said in his individual intake that he wants a divorce. “I can’t stand  Karen, her drinking, and how she has given up, but I am afraid for my  kids if I leave,” he said. “They’re already a mess because of her, and  if I leave, who knows what will happen?”
Joe smokes cigarettes on a daily basis and “drinks beers with the guys.” He denies any previous psychological diagnosis.

Kali Campbell

Kali is a 17–year–old mixed–race teenager who presents as quiet, agitated, and disengaged.
She  has been arrested twice for drug use and possession of marijuana. She  is still on probation for her last charge six months ago, when Kali and  her girlfriend were caught smoking marijuana at the high school football  stadium.
Kali says that she is bisexual and her parents think  it is “a stage,” but she feels that she loves all people. She says that  she is in love with her girlfriend, who is 19 years old.
Kali  says she doesn’t go to school because it is stupid and she doesn’t learn  anything. After her girlfriend graduated last year, there is just no  reason to attend. She says, “There is nothing my parents or the stupid  law can do about it. I am 17! They can’t make me go if I don’t want to  anymore, so mom can just get over it and stop crying about it.” Her dad  says she left school because she is embarrassed that she is gay and was  bullied by the other kids.
When asked what her future plans are,  Kali says, “I’m just waiting to turn 18 so I can get out of this stupid  place with my girlfriend, because we are going get as far away from  here as we can.” Kali reports no desire to find a job or obtain her GED.  She says she may go to school later to become a hairdresser, but only  if she has to.
Kali has violated her probation by testing  positive for marijuana. During her intake, she said, “Drug laws are so  stupid. It’s a natural plant! And why does it matter if I am 17 or 21?”  Kali says smoking marijuana helps her to stay calm, reduces her anxiety,  and helps her deal with her parents’ constant arguing. “Well, if you  can call it that,” she says. “Mom yells and dad just sits there and  takes it, I don’t know why.”
Joe says, “Kali is a beautiful kid, but she takes after her mom – which sucks, because she won’t amount to anything.”
“I  don’t know what to do with her now that she likes girls,” Karen says.  “It’s so embarrassing that she keeps getting in trouble with this girl,  but I know it will pass. It’s just hard to watch her make these bad  decisions. I don’t know what the big deal about marijuana is, it’s not  like we didn’t drink when we were her age. Why does the law have to get  involved? If it keeps her calm, what’s the problem?”
“I think  Kali is depressed but she won’t talk about it,” Joe says. She told me  once, “I’m not a mess like mom! If I was depressed I would be like her, a  stupid mess who does nothing but drink and sleep. I am nothing like  her.”
Kali has never had an official diagnosis, but was referred  to counseling for depression by her school counselor as well as her  probation officer.

 Jacob Campbell

Jacob  has recently been charged with grand theft auto and is scheduled to  attend court this week. “I was bored and we had just won the regional  football playoffs,” he says. “Mom picked me up drunk at the school, and  dad was gone who knows where, maybe working, so what was I supposed to  do? My teammates needed me. So I drove her home and she passed out. I  didn’t want to take her car, so I took the neighbors’ car. They always  leave the keys in their car, and they’re old, so I didn’t think they  would ever know.”
Kali says that Jacob has been taking the  neighbor’s car frequently, probably since he was 13, and that he was  just stupid this time and got caught.
Jacob has many friends at  school and is on the track team as well as the football team. He wanted  to be a police officer like dad, but now that he has been arrested, he  doesn’t know what he will do. “I’ll probably have to drive a truck  because I screwed up and I won’t be able to be a cop,” he says.
Karen  blames Joe for Jacob’s predicament, complaining that Joe is never home  to take him anywhere. “Jacob is my sweet little boy,” she says. “He  doesn’t deserve this!”
Jacob gets decent grades at school, but  is often truant. He says he doesn’t go to school so he can take care of  his mom “on her really bad days.” Kali says, “You mean on her  hungover–and–can’t–stop–vomiting days.”
Jacob has been suspended  from school twice over the past year for fighting. When asked about the  fights, Jacob shrugs his shoulders and doesn’t want to talk about it.  Joe says Jacob was protecting his sister when other kids said nasty  things about her. “He’ll do his duty as a brother,” Joe says with some  pride. “No matter how stupid his sister is, he sticks up for her.”
Jacob  presents as quiet and polite. He seems to avoid conflict and doesn’t  want to answer questions directly, allowing his family to answer for  him.
Jacob’s best friend is his cousin Tom, who is also 15 years  old. “I wish he would stop hanging out with Tom,” Karen says. “Joe’s  family is nothing but trouble.” Visibly irritated, Joe says, “My nephew  is a great kid! Karen just doesn’t want my family to see what a drunk  she is.”
Jacob’s probation officer has sent him to see a psychiatrist for a potential diagnosis of conduct disorder.

Education popular media application assignment powerpoint

 
Locate  a film or book (popular fiction, not a psychology text or  instructional/academic film) that illustrates one of the concepts we’re  discussing this semester. For example, the film/book might depict  situations that are relevant to the concepts of obedience, conformity,  altruism, persuasion techniques, groupthink, interpersonal attraction,  etc… Any topic discussed in our readings is fair game, but the concept  needs to be clearly depicted in the source you chose.
For  the purposes of this assignment, films/books that actually depict any of  the classic experiments we’re discussing this semester (e.g., the  recent film titled “Stanford Prison Experiment”) are explicitly not  allowed. Work to “stretch” and use your critical thinking skills to  determine whether your source is clearly related to a social psychology  concept or not.
After  referring to the film or reading the book, please use any of the  following formats to report your observations: Power Point slides,  narrated slideshow, or video diary (e.g., “vlog”). This  assignment is not intended to be a formal writing assignment. Rather,  the intent is to see you make connections between your readings and  “real-life” situations as depicted in popular media sources and to  express your thoughts succinctly and coherently. Be creative, but be  sure that the reader/viewer is able to clearly discern that you can  critique the film/book in a scholarly way as related to course material  (e.g., don’t just give a “book report” in which you describe the plot of  the movie/book).
 
1.  Describe which social psychology concept you are choosing (e.g.,  conformity, obedience, altruism, persuasion, etc…) and indicate how you  see it manifested in the film/book you chose.
2.  Describe the social psychology concept. What does it mean? How has it  been studied in the field of social psychology? What have you learned  about it this semester?
3.  Briefly describe the film/book you chose (e.g., its plot, characters,  themes, etc…). This description does not need to be really lengthy (you  don’t need to summarize the entire plot; hit the high points), but  should be sufficient to demonstrate that you actually viewed the entire  film or read the entire book.
4.  Clearly describe how you feel the film/book you chose relates to the  social psychology concept. If you chose altruism, for example, how do  the characters in the film/book behave in a prosocial manner toward  others? If you chose group think, how did the characters get caught in a  situation that resulted in a group think mentality?
5.  Finally, take time to ensure that your finished product is polished (no  grammatical/spelling errors in written work, no grammatical issues or  unclear language in video submissions), flows well, and looks  professional. While you aren’t expected to submit Spielberg-quality  films, your submission should be at least as professional-appearing as  reasonable videos seen on YouTube or PowerPoint presentations made in a  work setting.

Clinical field experience a: collaboration and observation

 
The purpose of an inclusive classroom is to provide the least restrictive environment to students with disabilities. General education teachers, along with special education teachers, work together to ensure that all students are receiving proper instruction. Decisions regarding instructional practices must consider the needs of all students based on formative and summative assessments, as well as IEP goals established for students with disabilities.
Arrange the field experience for this course in a K-12 school setting in which you observe and collaborate with a certified K-12 teacher in a social studies and/or arts inclusive classroom. Prior to the field experience, review the requirements of all clinical field experiences. Create a document to share with your mentor detailing the requirements for all field experiences for this course, and what is being requested of your mentor. This document should include the scheduling required to complete all assignments.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Collaboration with Mentor
Collaborate with and observe a certified teacher in the K-12 inclusive classroom during a social studies and/or arts lesson. Before the lesson, discuss with your mentor teacher the following:

Content and standards the classroom is currently learning.
How the mentor teacher will gather information and determine if students have met the learning objectives, including next steps for student learning and how the teacher plans to remediate students who are struggling.
Strategies the mentor teacher uses to engage students with the content, promote cultural diversity, and address individual student needs.
Any resources, media, and technology being used and how it supports content, skill development, engagement in learning, and individual student needs.
Strategies the mentor teacher uses for teaching cross-curricular content and vocabulary.

Part 2: Observation of Field Experience Classroom
Along with your mentor teacher, identify a student or small group of students with below standard achievement. At least one student in the group should require an Individualized Education Program (IEP). You will work with these students in your future clinical field experiences. Discuss with the mentor teacher effective strategies they have used to engage these students with content and monitor their progress.
During your observation of the lesson, pay close attention to instructional and engagement strategies involving students who require additional support. Take note of strategies you can implement in future clinical field experiences when working with students identified in your small group.
Part 3: Preparation and Reflection for Future Field Experiences
Following the lesson, have a discussion with your mentor teacher to begin preparing for future work with students. Your discussion should include, but not limited to, each of the following:

Did students meet the intended learning objectives and master the content standards? Compare your mentor’s responses to your own observations regarding student achievement and how it was determined.
What are next steps in learning? Will students in the selected group need to be remediated or will learning move to the next topic? Discuss whether the student or group of students you will work with in future clinical field experiences has changed based on these results.
Determine with your mentor teacher how you will work directly with the student or small group of students during Topic 3 Clinical Field Experience B.

Spend any remaining field experience hours observing or assisting the mentor teacher in providing instruction and support to the class.
Additionally, in 250-500 words summarize your observation and discussion with your mentor teacher, including the instructional and engagement strategies involving students who require additional support. Describe how you will work directly with a student or small group of students in future field experiences. Discuss how you will apply what you have learned to your future inclusive classroom.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center. 

Reply this statement | Nursing homework help

 
 
The surrogate role in nursing refers to a nurse serving as a substitute for a significant other in the patient’s life. This role was first introduced by nursing theorist Hildegard Peplau in 1952 when she described the importance of nurses assuming non-traditional roles, such as surrogate family members, to meet patients’ emotional and physical needs. While the term “surrogate role” may not be commonly used in contemporary nursing practice literature, nurses assuming roles beyond their traditional caregiving responsibilities remains relevant and practiced in modern healthcare settings (Wasaya et al., 2021, p. xx).
Nurses have long played a critical role in patient care, providing physical, emotional, and psychological support to patients and their families. However, as healthcare systems become increasingly complex and patients face more significant social and emotional challenges, nurses must assume more diverse and non-traditional roles to meet their patients’ thoroughly fully (Eltaybani et al., 2022, p. 5). The surrogate role is one such role that nurses can consider to provide emotional support, assist with decision-making, and act as a liaison between the patient and their healthcare providers.
The surrogate role is particularly relevant when patients lack adequate social support, are experiencing emotional distress, or have limited decision-making capacity. In these cases, the nurse can step in and provide emotional support, assist with decision-making, and advocate for the patient’s needs and wishes. For example, a patient with limited English proficiency may need the nurse to act as a translator and help them communicate with their healthcare providers. A patient grieving the loss of a loved one may need the nurse to provide emotional support and help them cope with their grief.
Moreover, the surrogate role is especially relevant in palliative and end-of-life care. The nurse may act as a surrogate family member and provide comfort, emotional support, and advocacy for the patient’s wishes and needs. In these situations, the nurse must communicate effectively with the patient and their family, provide emotional support and comfort, and advocate for their autonomy and dignity.
However, assuming the surrogate role can also present challenges for nurses. The nurse must maintain a professional boundary while providing emotional support and companionship to the patient. The nurse must also be mindful of their emotional and psychological well-being and ensure they are not taking on more than they can handle.
Despite these challenges, the surrogate role remains crucial in nursing practice, especially when patients lack social support or face end-of-life care. As healthcare systems become increasingly complex and patients face more significant social and emotional challenges, nurses must continue to adapt and assume non-traditional roles to thoroughly meet their patients’ needs. The surrogate role, in particular, provides a vital service to patients and their families, ensuring they receive the emotional support, advocacy, and companionship they need during difficult times.
  
200 words and one scholarly reference

W5discuss | Applied Sciences homework help

Real-World Self-Leadership Case: Mount Everest Tragedy
The case study below addresses the 1996 Mount Everest Tragedy. Based on the information presented in that case, please respond to the following questions.

Do you think that better self-leadership among the members of the 1995 Everest expedition teams could have led to better decisions? How?
In what ways might groupthink have played a role in this disaster, and how could a teamthink approach have been beneficial in this situation?
What would you have done if you had been a member of one of the 1996 expedition teams?

Tragedy on Mount Everest
On May 10, 1996, four expeditions of climbers set out to summit Mount Everest, the highest mountain in the world at more than 29,000 feet above sea level and the grandest objective in all of mountaineering. Hours later, eight of the climbers would be dead and several more injured in what would become one of the most disastrous days in the mountain’s history. Climbing Everest is an inherently dangerous undertaking, and hundreds of climbers have perished attempting to reach the summit. Summiting involves careful planning, tight controls, and close coordination. Climbers often leave the highest base camp, Camp IV, at midnight carrying canisters of oxygen that will last 16 to 17 hours. The objective is to summit early in the day, followed by a quick descent in advance of the relatively common afternoon snowstorms and full oxygen depletion, which occurs around 4:00 to 5:00 p.m. A turnaround time of noon is considered conservative, while a return time of 2:00 p.m. is viewed as risky.
By 1996, the Everest experience had been commercialized to the point that four groups of climbers were attempting to summit the relatively overcrowded mountain that day. Of note were two commercial expeditions, the first led by Rob Hall of Adventure Consultants and the second by Scott Fischer of Mountain Madness. Both were skilled and knowledgeable climbers who had experience summiting Everest. Hall’s team was composed of fifteen climbers including clients and professional guides Mike Groom and Andy Harris, while Fischer’s team had twelve members, including clients and guides Neal Beidleman and Anatoli Boukreev. Both teams included local Sherpa guides, whose mountaineering skill and experience are critical to successful Everest expeditions.
As they planned for the final push to the top, Hall and Fischer decided that they would pool their resources and work together. One Sherpa from each team would be dispatched ahead of the main groups to set the fixed ropes necessary to climb a technical area known as “The Balcony.” However, one of the Sherpas, Lopsang Jangbu, was busy assisting a client and did not ascend in advance of the team to assist the second Sherpa, Anj Dorje, in setting the ropes. Dorje refused to work alone and consequently the ropes weren’t set. When the main group of climbers reached The Balcony, a bottleneck ensued that substantially slowed down all the climbers while Anatoli Boukreev and Neal Beidleman worked on getting the ropes in place.
With a nasty storm forming beneath them, the delays and resulting slow climbing made it apparent that the teams would not be able to reach the summit by 2:00 p.m. However, instead of turning their clients around and heading back down the mountain, guides from both teams decided to keep going and attempt to summit. As was his habit, Boukreev climbed ahead of the main groups and reached the summit by himself. Although his boss, Fischer, disagreed with this practice, Boukreev believed that guides should not be responsible for babysitting clients and that anyone attempting to climb the mountain should be able to watch out for themselves. Consequently, Boukreev climbed entirely alone that day and did not help any climbers up or down the mountain, which could have resulted in a faster descent for all ahead of the fierce storm that would soon break.
Around 4:00 p.m., Rob Hall assisted client Doug Hansen in reaching the summit. Moments later as they began their descent, Hansen collapsed with his oxygen supplies exhausted. Hall refused to abandon him there. Meanwhile, Fischer and Jangbu were in serious trouble a few hundred feet lower, while the rest of the climbers, scattered at other locations on the mountain, were being enveloped by the thickening snow storm. In the end, Hansen, Hall, and Fischer would all die, along with five other members of the expeditions. The death toll could have been even worse if Boukreev (who later claimed he descended quickly in order to be fresh if called upon to assist in rescuing other descending climbers) and Beidleman had not literally dragged several of the remaining struggling climbers back to the safety of Camp IV. The 1996 Everest disaster remains one of the darkest chapters in the history of the lonely mountain.

Brand responses | Human Resource Management homework help

1.My Personal Brand:   Resourceful, charismatic, personable motivator one that enjoys inspiring others.
I am known as an inspirational conversationalist, that will lead as well as follow, I have a good business sense as it relates to the economy. I honor learning, and gathering books is like getting savings bonds, I love having a hardback book for reference.  My passion is helping people so I choose to work in the fields where I was in constant interactions with various people from all walks of life.   I have been in Nursing and the Real Estate industry for over 25 years and  I have never regrated a day of either one. I have lifelong connections with those I provided nursing care to and those that either bought, sold, or rented a property from me.
I like good humor, however, I find it very distasteful when people abuse authority or display administrative prejudice or treat another underhandedly.  I do not like when individuals are not accountable for their actions or try to cover up by blaming another, especially in a professional capacity. People really do make the world go round it is the direction that matters.
  I am a visionary that loves hearing interesting stories that create pictures in my mind.. . .   I love a good belly laugh,
   I am a team player and flexible as well as committable to what I believe in.   I am a lover of God and His people.
2.When I enter the room, I want an employer to notice these three traits that I have, I am respectful, and I can show them this by making eye contact and keeping my body language in check. I want them to know that I am flexible, I can show them this when being asked if you can cover for someone else or if you can work in a different area, always taking the opportunity they are presenting can show them I am flexible. I want an employer to notice that I am responsible, I can show them this by coming in the room or leaving the room knowing where I am going and what I am doing and getting the tasks I am assigned too done in a timely manner.
The three skills I would want an employer to notice when I leave a room is that I have good communication skills, that I am patient and understanding with the children and lastly that I am creative in ways that allow me to get the children engaged in activities.
The traits and skills that I have a beneficial to an employer because when working with children you need to know how to communicate and be patient and understanding. All children learn differently so being flexible and respectful of their learning abilities will help me be beneficial to an employer.

Business finance – operations management 5 assignment – marketing

Overview
This assignment consists of two sections:

Marketing plan and sales strategy (an MS Word document).
Marketing budget (using the Business Plan Financials Excel Template).

To successfully complete this assignment, you must attach both documents to the submission area as separate files
Download A2-Marketing Plan Template Download A2-Marketing Plan Template[DOC]
Download the Tutorial on How to Complete The Business Plan Financials Excel Document [XLSX]Download Tutorial on How to Complete The Business Plan Financials Excel Document [XLSX]
Reminders

Your company, whether it’s a startup you created or one based on the snack food company scenario, will operate in a 100-mile radius from your home address. Your goal is to reach $1 million in sales by the end of the second year.
Be sure to follow the guidelines, whether you chose the snack food company or your own startup company.

Section 1: Marketing Plan and Sales Strategy
In MS Word, write the 3-5 page marketing plan and sales strategy section of your business plan, in which you:

Revise the company’s target market based on the feedback received in the Week 3 discussion thread.

Be sure to include demographic, geographic, lifestyle, psychographic, purchasing patterns, and buying sensitivities in the target market description.

Assess your chosen company’s market competition.

Use the factors listed in the graphic in your textbook labeled “Assess the Competition” (page 125), to assess the company’s market competition.

When assessing the competition, specify the exact company and particular product or service you are competing against. For example, Coca Cola offers a portfolio of products, such as water, fruit juice, and cola. Are you competing against Coca Cola’s fruit juice product? Or its cola product?

Be sure to detail your plan to differentiate yourself from the competition.

Outline the company’s value proposition and create a marketing slogan/tagline for the product.

The value proposition tells your customers why they want to do business with you.
You need to know what message you want to convey in your marketing slogan before selecting the marketing vehicles in the next step.

Specify the marketing vehicles you will use to build your chosen company’s brand and justify the key reasons they will be effective.

Marketing vehicles are ways to promote your product. Examples include social media, sponsored events, trade shows, and sampling. You will use a combination of these tactics.
Planning to use online marketing tactics? Consult the “Online Marketing Tactics” worksheet on page 177 of your textbook to guide your response.

Formatting
Format your assignment according to these requirements:
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.

Typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
You must include headings in your paper for each major topic.
Include a cover page containing the assignment title, your name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
Include a source list page. All sources used must be listed in the source list page and have a corresponding in-text citation. Citations and references must follow SWS format. The source list page is not included in the required page length.

Note: There is no minimum requirement for the number of resources used in this assignment.

Section 2: Marketing Budget
In this portion of your assignment, you will develop a marketing budget. This budget is critical to helping you determine how much it will cost you to reach your market and achieve your sales goals. To create your marketing budget, you will use the Business Plan Financials Excel Template. This is the document you downloaded using the access code you purchased from the Strayer Bookstore.
Reminders

You will complete only the Setup and Marketing Budget worksheets for this assignment; be sure to submit the entire Excel Template, however.
You have already worked on your marketing budget in the Week 5 discussion. Incorporate information from your post and the feedback you received into this section of your assignment.

Instructions
Develop a marketing budget, supporting your marketing plan and sales goals, in which you:

Prepare the Setup worksheet for your selected company based on the appropriate guidelines instructions.
Prepare the Marketing Budget worksheet for your selected company based on the appropriate guidelines instructions. When filling out the Marketing Budget worksheet in the Business Plan Financials Excel Template, do the following:

Begin with the current year and complete a marketing budget for the business’s first two years.
Leave at zero any marketing vehicles you do not plan to use.
Reminder: All marketing activities involve costs. If social media represents a significant portion of your marketing plan, assume you will incur advertising costs; reflect these in your marketing budget. Even if a social media site charges nothing to use it, you will need to use company resources to manage the site, execute your social media marketing campaigns, and most likely pay for ads on that site.
Do not leave the Marketing Budget worksheet blank assuming you will not have any marketing costs.
Do not complete all the rows; only fill in the costs for the marketing vehicles you will actually use. These must match the content you described in Item 4 of Section 1 of this assignment.

Learning Outcomes
The specific course learning outcome associated with this assignment is:

Create a marketing plan for a company that identifies a target market, market competition, a company message, marketing vehicles, and a budget.

Discussion response on article summary for forensic populations | COUN 6511 – Treatment of Forensic Populations

 In 200-250 words, read the below and provide one of the following:

Ask a probing question.
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague’s posting.

For this assignment I selected a meta-analysis article on the effects of Day Reporting Centers (DRC) on recidivism. A DRC is a court-ordered form of community supervision that is more intensive than traditional probation though less restrictive than incarceration. Individuals ordered to participate in a DRC are required to report to a center each day for programming and / or treatment but are then allowed to return to their homes at night.
This meta-analysis included a review of nine studies published between 1996 and 2017 that were found through a search criterion for crime, evaluation, and DRC. The researchers noted that a primary limitation in this study was the heterogeneity amongst studies in the sample. This means that studies varied in terms of DRC structure, program availability, and how recidivism was defined. As Geyer (2009) noted, recidivism is often a dichotomous measurement. However, some studies in the sample defined recidivism by whether the individual was arrested, convicted, reincarcerated, or a combination of these, adding to the heterogeneity of the studies. Overall, the findings in this study suggest that DRCs for adult offenders are no different in terms of recidivism outcomes than traditional supervision options (Wong et al., 2019). However, it was noted that front-end DRCs (i.e., those used as a means of supervision prior to incarceration) had a more significant impact on recidivism than back-end DRCs (those used to help transition an individual from prison to community). The researchers noted that the statistical significance of treatment impact varies based on how recidivism is measured. They recommend that future studies involving DRCs should deliberately include details of the program so they can be better compared and contrasted with other programs (Wong et al.).
Though recidivism can be easy to measure (Geyer, 2009), the definition of it becomes more complex. As Wong et al. (2019) noted, the studies in their sample varied in terms of how recidivism was defined. Additionally, the variance in what the DRCs were offering in terms of treatment or services creates several moderating variables. What I took from the study is that when you are trying to determine an effect on recidivism, you need to be very specific in how you are defining recidivism as well as which intervention you are measuring effect for. For example, it would not be enough to say you want to determine if a DRC reduces recidivism but rather if a specific drug treatment program administered through a DRC has an effect on re-arrest rates for drug offenses.
References
Geyer, M.D. (2009). Treatment outcome models. Walden University.
Wong, J.S., Bouchard, J., Lee, C., & Gushue, K. (2019). Examining the effects of day reporting centers on recidivism: A meta-analysis. Journal of Offender Rehabilitation, 58(3), 240-260. https://doi.org/10.1080/10509674.2019.1583300