I need the first rough draft, but there are still a lot of work to do, and all the information I have will be in the word file. Contact me if you have any questions.
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[order_calculator]This is a GROUP project and I am responsible for two objectives #3 and #5 to be written together. We will focus on Military Veterans with mental illness(PTSD, insomnia, and anxiety) Please use professional journals, websites etc. only. Four reference are needed two must come form the provided materiel. The objectives are as follows #3) Describe potential or pre-existing barriers that may prevent this population from obtaining needed healthcare services from local, state, and national levels #5) Discuss ethical and legal issues encountered by the community health nurse when caring for this population All statements must be backed up with evidence
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[order_calculator]Details of complete assignment content, deliverables and rubric Quality Measurement Proposal For this assignment, you are required to write a 1,000-word paper on methods of quality measurement. Your paper must include a detailed summary of at least two different methods of quality measurement used by a healthcare organization. Include examples of how the methods may be used to improve organizational effectiveness. Give an evaluation of these methods and indicate when they should be used for best results. Cite at least four references in addition to your readings to validate your proposal. Prepare this assignment according to the APA guidelines.
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[order_calculator]WORKFORCE CRITERION: Paper MUST BE SPECIFIC to PRO-TEC. Not a lot of fill/generic information. Using information from the PRO-TEC Application Summary and Baldrige as well as from the Workforce criterion, answer the following quesitons. Areas to make sure all are covered: 1. Key points from the Workforce Focus category (category 5) that are relevant to their Workforce Focus system – SPECIFICALLY TO PRO-TEC –make sure to cite PRO-TEC application summary as well as Baldrige award that SPECIFICALLY relates to Workforce Focus category. Include information relating to Workforce criterion. 2. Looking at the section on Workforce Focus, discuss how the organization has addressed the Workforce Focus criterion with respect to ….ORA, sustainability, the triple bottom line (people, planet and profits – address each element separately) the organization as a system, etc.. SPECIFICALLY TO THE WORKFORCE FOCUS (SECTION 5 OF THE PRO-TEC APPLICATION SUMMARY). 3. SPECIFICALLY tie Workfoce criterion for PRO-TEC to Senge’s Fifth Disciplines of a learning environment – at least in two areas. WORKFORCE CRITERION How do you engage your workforce to achieve organizational and personal success? Purpose This criterion examines the organization’s systems for engaging, developing, and assessing the engagement of their workforce, with the aim of enabling and encouraging all members of the workforce to contribute effectively and to the best of their ability. These systems are intended to foster high performance, to address the organization’s core competencies, and to help accomplish their action plans and ensure organizational sustainability. Comments High-performance work is characterized by flexibility, innovation, knowledge and skill sharing, good communication and information flow, alignment with organizational objectives, customer focus, and rapid response to changing business needs and marketplace requirements. The focus of this Item is on a workforce capable of achieving high performance. Many studies have shown that high levels of workforce engagement have a significant, positive impact on organizational performance. Research has indicated that engagement is characterized by performing meaningful work; having organizational direction, performance accountability, and an efficient work environment; and having a safe, trusting, and cooperative environment. In many nonprofit organizations, employees and volunteers are drawn to and derive meaning from their work becausethe work is aligned with their personal values. Factors inhibiting engagement should be understood and addressed by the organization. Compensation and recognition systems should be matched to the organization’s work systems. Depending on the nature of the organization’s work, workforce responsibilities, and the stage of organizational and personal development, workforce development needs might vary greatly. These needs might include gaining skills for knowledge sharing, communication, teamwork, and problem solving; interpreting and using data; meeting customer requirements; accomplishing process analysis and simplification; reducing waste and cycle time; working with and motivating volunteers; and setting priorities based on strategic alignment or cost/benefit analysis. Education needs also might include advanced skills in new technologies or basic skills, such as reading, writing, language, arithmetic, and computer skills. Learning and development opportunities might occur inside or outside the organization and could involve on the-job, classroom, computer-based, or distance learning, as well as developmental assignments, coaching, or mentoring. An organization’s knowledge management system should provide the mechanism for sharing the knowledge of its people and the organization to ensure that high performance work is maintained through transitions. Each organization should determine what knowledge is critical for its operations and should then implement systematic processes for sharing this information. This is particularly important for implicit knowledge (i.e., knowledge personally retained by members of the workforce). Measures to evaluate the effectiveness and efficiency of the workforce and leader development and learning systems might address the impact on individual, unit, and organizational performance; the impact on customer related performance; and a cost/benefit analysis. In addition to direct measures of workforce engagement through formal or informal surveys, some other indicators include absenteeism, turnover, grievances, and strikes. How do you build an effective and supportive workforce environment? Purpose This criterion examines the organization’s workforce environment, your workforce capability and capacity needs, how you meet those needs to accomplish the work of the organization, and how you ensure a safe and supportive work climate. The aim is to build an effective environment for accomplishing the work and for supporting the workforce. Comments Most organizations, regardless of size, have many opportunities to support their workforce. Some examples of services, facilities, activities, and other opportunities are personal and career counseling, career development and employability services, recreational or cultural activities, formal and informal recognition, non work-related education, day care, special leave for family responsibilities and community service, flexible work hours and benefits packages, outplacement services, and retiree benefits, including extended health care and ongoing access to services. All organizations, regardless of size, are required to meet minimum regulatory standards for workforce safety; however, high-performing organizations have processes in place to ensure that they not only meet these minimum standards, but go beyond a compliance orientation. This includes designing proactive processes, with input from people directly involved in the work, to ensure a safe working environment. Identifying improvement opportunities (5.1c[2]) might draw on your workforce-focused results presented in Item 7.4 and might involve addressing workforce-related problems based on their impact on your business results reported in response to other Category 7 Items. What are your workforce-focused performance results? Purpose This criterion examines the organization s workforce-focused performance results, with the aim of demonstrating how well the organization has been creating and maintaining a productive, engaging, and caring work environment for all members of your workforce. Comments Results measures reported for indicators of workforce engagement and satisfaction might include improvement in local decision making, organizational culture, and workforce knowledge sharing. Input data, such as the number of cash awards, might be included, but the main emphasis should be on data that show effectiveness or outcomes. For example, an outcome measure might be increased workforce retention resulting from establishing a peer recognition program or the number of promotions that have resulted from the organization s leadership development program. Results reported for indicators of workforce capacity and capability might include staffing levels across organizational units and certifications to meet skill needs. Additional factors may include organizational restructuring, as well as job rotations designed to meet strategic directions or customer requirements. Results reported might include generic or organization specific factors. Generic factors might include safety, absenteeism, turnover, satisfaction, and complaints (grievances). For some measures, such as absenteeism and turnover, local or regional comparisons might be appropriate. Organization-specific factors are those you assess for determining your workforce engagement and climate. These factors might include the extent of training, retraining, or cross-training to meet capability and capacity needs; the extent and success of self-direction; the extent of union-management partnering; or the extent of volunteer involvement in process and program activities. If you have quesitons, please message me right away. Double check grammar for accuracy.
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[order_calculator]Need to refer to the following research papers: 1) Allen F., H.Gersbach, J.P. Kranhlen, A.M. Santomero, 2001. Competition among banks: introduction and conference overview. European Finance Review 5, 1-11. 2)Bikker, J.A. and Haaf, K, 2002. Competition, concentration and their relationship: an empirical analysis of the banking industry. Journal of Banking and Finance 26, 2191- 2214. 3)Bikker J.A., L.Spierdijk, Finnie P, 2007. Missespecification in the Panzar – Rosse model: assessing competition in the banking industry, Working Paper, De Nederlandsche Bank. 4) Goddard, J., Wilson, J., 2009. Competition in banking: A disequilibrium approach, Journal of Banking and Finance 33, 2282-2292. 5) Leonida L., Silipo D., 2011. Competition and the Adjustment Processes, Mimeo. 6)Hempell H.S., 2002. Testing for competition among German banks, Economic Research Centre, Deutsche Bundesbank. 7) Kiviet J.F., 1995. On bias, inconsistency, and efficiency of various estimator in dynamic panel data models. Journal of Econometrics 68, 53-78. 8) Molyneux P., D.M. Lloyd, Thornton W.J., 1994. Competitive conditions in European banking. Journal of Banking and Finance 18, 445-459. 9) Panzar, J.C., Rosse, J.N., 1987. Testing for monopoly equilibrium, Journal of Industrial Economics 35, 443-456. 10) Shaffer S., 1989. Competition in the US banking industry Economics Letters 29, 321–323. Shaffer S, 2004. Patterns of competition in banking. Journal of Economics and Business 54, 287-313. 11) Trivieri F., 2007. Does cross-ownership affect competition? Evidence from the Italian banking industry. Journal of International Financial Markets, Institutions and Money 17, 79-101. 12) Vesala J., 1995. Testing for competition in banking: behavioural evidence from Finland. Bank of Finland studies.
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[order_calculator]| Template how to structure the paper Expanded Comparison Matrix Article 1 Article 2 Article 3 Title/Author(s) Persistent GCU library link Purpose of the study What is the author’s rationale for selecting this topic? Does he build a strong case? Research Question(s) What question(s) does the author present? Literature Review How is this organized? What are the main themes found in the review? Who are the main authors used? Sample Population(s) What group(s) is/are being studied? Limitations What are the limitations of the study? Why can it only encompass so much? Results/ Conclusions What did the author find through the study? Was the original question answered? Rubic for assignment Rubic for assignment Comparison Matrix and Outline: Doctoral Identity 1 Unsatisfactory 0.00% 2 Less Than Satisfactory 73.00% 3 Satisfactory 82.00% 4 Good 91.00% 5 Excellent 100.00% 90.0 %Content 60.0 % Comparison Matrix The comparison matrix is either missing or not evident to the reader. The comparison matrix is present, but inaccurate or incomplete. The comparison matrix is presented, but the elements are addressed in a cursory manner. The comparison matrix is presented and includes all necessary elements. The comparison matrix is thoroughly presented with rich detail and includes all necessary elements. 30.0 % Outline of Synthesis Paper An outline of the synthesis paper is not presented. An outline of the synthesis paper is presented. However, the outline is unorganized and illogical in its construction. An outline of the synthesis paper is presented. The outline is vague, but functional. An outline of the synthesis paper is presented. It is reasonably organized and includes a moderate amount of detail. An outline of the synthesis paper is thoroughly presented. It is well organized and thoughtful, and it includes a fully appropriate level of detail. 10.0 %Format 5.0 % Mechanics of Writing Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 5.0 % APA Format Required format is rarely followed correctly. No reference page is included. No in-text citations are used. Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. 100 % Total Weightage Example of template assignment Instruction Comparison Matrix and outline: Doctoral Identity Max Points: 150 Details: Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In this assignment, you will engage with the Comparison Matrix, a tool for analysis and comparison of empirical articles. You will also prepare an outline for a paper to be written based on the information gathered during your interaction with the matrix. General Requirements: Use the following information to ensure successful completion of the assignment: • Locate and download “Comparison Matrix.” • Locate: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641. Available at https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.40197334&site=eds-live&scope=site • Locate: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ901111&site=eds-live&scope=site • Locate: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=12620957&site=eds-live&scope=site • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. • You are not required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Directions: Read the articles listed above. Complete the Comparison Matrix for each of the articles.If a component is not found in the article, enter N/A in the related cell in the table. Construct an outline for a paper that will explain and compare the articles you read for this assignment. The paper will require identification of elements and themes common to the articles as well as a statement of the conclusions that can be drawn when the articles are taken together as a single entity You will be writing the paper in the next assignment. RES811.R.ComparisonMatrix.docx Your Title Goes Here Jane Doe Grand Canyon University Comparison Matrix Article 1 Article 2 Article 3 Title / Author(s) Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656. Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827. Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407. Persistent GCU library link https://library.gcu.edu:2048/login?url=https://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=ehh&AN=11092904&site=ehost-live&scope=site https://library.gcu.edu:2048/login?url=https://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=54329722&site=ehost-live&scope=site https://library.gcu.edu:2048/login?url=https://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=12620957&site=ehost-live&scope=site Purpose of the study What is the author’s rationale for selecting this topic? Does he build a strong case? What is it the researchers are trying to understand? What is the larger conversation that has led the researchers to try and understand a given phenomenon or question? Research Questions What question(s) does the author present? Research questions reflect the intentions and assumptions of the researcher. If you want to understand effects of violent TV on children, then you will ask questions and form hypotheses regarding the effects of violent TV on children. All studies have research questions! You may have to dig deep and look for what the authors were seeking to examine within their research. Literature Review How is this organized? What are the main themes found in the review? Who are the main authors used? How did the authors of the article use others’ research to support their study? What are the main themes of the literature review? Who are the major authors cited? Please note that the Literature Review may not have a clearly identified heading. Frequently, lit reviews will be found in the introduction of an article. The literature review is the theoretical foundation on which the authors built their research. This is not simply a list of authors in the reference list. Examine the articles and dig deep Sample Population What group(s) is/are being studied? Who are the participants in the study? What demographic information is provided? Is the population heterogeneous or homogenous? Why are they important? Sometimes you will have to perform math to come up with the correct number or look at the charts to get an accurate count. Include any available demographics. Remember, not all research has a traditional sample population. Limitations What are the limitations of the study? Why can it only encompass so much? All studies have limitations! Consider the limitations of each study: issues with the sample, generalizability of results, biases of the researchers, etc. If I’m studying violent TV and kids, and I don’t account for confounding variables, that would be a serious limitation. Results/ Conclusions What did the author find through the study? Was the original question answered? What did the authors find in their study? What conclusions did they reach? Were their results valid and/or significant? Did the results support the hypotheses? Do their conclusions address the research questions? |
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[order_calculator]| You are required to: _ write a report that presents a collection of statements, each supported by a clear rationale, and an appropriate analysis of the relevant student survey data that is then used to either confirm or reject each statement. You should then draw conclusions and, if appropriate, suggest recommendations for each statement based on your results. There is not a fixed number of statements that you should investigate. You are only limited by the maximum word length for the report. A good report will include a variety of statistical analyses and thus you should try to avoid using multiple statements that require the same type of analysis to be applied. The data is presented in Responses.xlsx. _ produce Web pages that present three of your statements, rationales, analyses and conclusions/recommendations from your report. The Web pages should be written using valid XHTML and CSS and should include an introduction page that has links to the pages that present the three statements with their rationales, analyses and conclusions/recommendations. The Web pages must be uploaded to your space on studentnet. In developing the report you should make use of Excel and its functionality, and appropriate descriptive statistics. Your analyses should be well thought through, with a clear explanation of: _ why you have undertaken a particular analysis 1 _ the conclusion(s) you may draw from its results You are encouraged to write clear statements some of which may require the analysis of single data sets such as the age of students and others that highlight differences between various categories of data such as the proportion of students of different ages intending to do a placement. Here are some example statements: _ Financial Accounting is the most popular module _ Students who live in halls of residence attend the university more frequently than those who don’t live in halls of residence For each statement you should: _ provide a clear rationale for its inclusion in the report. That is, describe why you believe it to be true before undertaking the analysis and why it is useful information to know _ apply the appropriate descriptive statistics _ report on the results _ confirm or reject the statement based on the results of the analysis _ derive relevant conclusions and recommendations from the analysis. You are encouraged to develop new statements based on the analysis and conclusions of an existing statement. For example, in analysing the statement Students who live in halls of residence attend the university more frequently than those who don’t live in halls of residence you may discover that the distance from the university is an additional factor. This may lead to an analysis based on the following statement Students who live in halls of residence at Hill attend the university more frequently than those who don’t live in halls of residence at Hill. 2 DELIVERABLES The document should include: _ the report which should be no longer than 3000 words in length (excluding appendices). The report should include the URL of the first page of your Web pages; _ the XHTML and CSS code for the Web pages which should be presented in the appendices. The report must include: 2 _ a title page. _ a contents page. _ an introduction that introduces the content of the report and its structure. (Note that this should be written once the other sections of the report have been completed.) _ a statements section which includes a collection of subsections each of which focuses on one of the statements. This section should be presented as follows: 2. Statements 2.1 …Put you first statement here… 2.1.1 Rationale 2.1.2 Analysis 2.1.3 Conclusions/Recommendations 2.2 …Put your second statement here… 2.2.1 Rationale 2.2.2 Analysis 2.2.3 Conclusions / Recommendations … _ a collection of appropriate charts. These must be correctly referenced and titled and be presented within the margins of the text. _ a findings section which summarises your results. _ appendices which include the XHTML and CSS code for your Web pages. 3 |
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[order_calculator]The company I’ve used throughout the course is Citi Trends. Capital Budgeting with Funding Sources This SLP has two parts. Part I Every company has capital projects. The company you have selected must need something! Be it a new wing to the building, a new product line to be funded, a new piece of equipment, find one new acquisition your company needs. Once you have identified the new possible investment item, what problems are you going to have in estimating the cash flow that might be emanating from the initial investment and problems in getting it funded? Issues might be: •Risk •Cost •Politics (getting it through committees) •Public Relations •etc., Identify a potential capital project for your company describe such a project and write a short summary of the problems you see in getting the funding to see it through. Part II Examine the structure and activities in your organization and identify two projects or events that required an investment. One should be a ‘current project’ and the other long-term investment project. For each project or event, identify the preferable source of funding. You may not have access to the actual source of funding so limit your paper to the source YOU feel is most appropriate. Then explain why you feel that source is most appropriate. This is a Signature Assignment Expectation for FIN301 Module 4 SLP There are 2 specific learning outcomes: 1) apply business theories, models, and concepts to guide analysis of problems and situations and 2) utilize data driven analysis in making business decisions. In this SLP assignment for Module 4 our emphasis will be on understanding the preferable source of funding.
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[order_calculator]Directions: Review the outlines of dissertation literature reviews you created in the previous assignment, and remind yourself of the themes you identified. Identify the major themes from those dissertation literature reviews that you believe most significantly influence your dissertation topic. Use them as headings (Roman numerals) to begin an outline of the literature review of your own dissertation topic. Expand your literature review outline by adding additional relevant themes as headings (Roman numerals) and supporting ideas as subheadings (capital letters). Follow standard APA outlining format to add additional levels of detail. Write a brief (125-250 words) statement (to be submitted along with the outline) explaining your rationale for selecting the themes you included in your literature review outline.
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[order_calculator]three questions must be answer Using the quantitative methods. Each answer should be write the justifications and steps for the answer using spss and table or graph should be copy from spss – Does age/gender make difference in MBA Salary ( Which methods and why with steps ) – Does the Student liked the MBA – Does GMAT TOTAL SCORE make a difference in marks
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