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Write a research-based paper that is at least 1,500 words, include at least 4 scholarly research sources in addition to the course textbook and the Bible, and be in current APA format. Use the template provided!

Choose a specific vehicle industry brand / product (one that you have not used in this course (or any other course) to-date). Examples could include brand car models like the Tesla Model S, Ford Focus, etc. and then develop a brand scorecard on that product. You must select a specific car model as demonstrated in the examples.

The subject headers (in APA are centered on the page as you know) to be included are:

Introduction
Brand Product Choice
Current Brand Reputation
Overall Satisfaction
Trustworthiness of Brand
Not the Norm
In this section of the paper you would discuss what they are doing today that is not the ‘norm’.
Recommendations
In this section, you identify what this brand might consider.
Christian Integration for Brand – How could the company make itself a Christian brand?
Conclusion
In this section tell us their brand score card…are they a ‘bigger, better, or stronger’ brand today and what might they be if they took your advice?

In your APA formatted paper, subject headers are centered on the page of course, not left-margin justified as they are in these directions.

 

Social and Emotional Development in Children

Module 1 Discussion
Using the NAEYC Code of Ethics (Links to an external site.)Links to an external site. (Appendix A in your text) and the Code of Ethics and Standard Practices for Texas Educators to support your ideas, discuss the ethical way to solve the tough problem described below. To receive full points for this discussion topic, you should post a thorough response to the topic which includes citing at least 2 principles from the NAEYC Code of Ethics and at least 1 principle from the Texas Code of Ethics (see link above) to support your views.
It happens anywhere you find toddlers. Inevitably, you will have to tell a parent that her child has been bitten by another child. This time, it’s on the face. It broke the skin, and it’s the fourth time this week! The parent is furious. She demands to know if it is the same child who has bitten each time and exactly who is doing the biting. Your center’s policy is not to discuss a child’s behavior and development with other children’s parents. The parent thinks that’s ridiculous, and, besides, she thinks she already knows who did it.
Parents’ viewpoint: The parents are very concerned about their child’s safety and emotional well-being. They are especially upset because they see no improvement in the situation. They believe that the other child’s parents should control him or her better—or leave the center. “Why should the well-behaved children suffer?” they ask. It is not easy to believe, they feel, that the director really respects parents’ rights, from the way everyone handled this serious safety matter.
Teacher’s viewpoint: The teacher is frustrated. For weeks now he has been working with the biter’s parents and with other teachers to control the biting. There is no easy answer, but everyone seems to turn to him to solve this problem. He feels blamed, belittled, and unappreciated. And, to make matters worse, he isn’t 100% certain that the complaining parents are wrong.
Director’s viewpoint: The director understands how upsetting biting is for everyone—the biter, the bitten, and their families. She firmly believes that the center is responsible for managing behavior in the group. However, it is also important to partner with all parents. While there is no totally satisfactory solution, teachers and both sets of parents must work as a team if there is to be any progress. The director believes that her job is to uphold the policy of child and family privacy, while promoting home-center partnerships. (This excerpt is taken from Using NAEYC’s Code of Ethics in Young Children, January, 1997, p. 54.)

 

Link to NAEYC Code of Ethics
http://www.naeyc.org/positionstatements/ethical_conduct

 

CODE OF ETHICS
AND STANDARD PRACTICES FOR TEXAS EDUCATORS
Effective 11/22/10
ENFORCEABLE STANDARDS
I. Professional Ethical Conduct, Practices and Performance.
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive
practices regarding official policies of the school district, educational institution, educator preparation
program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its
certification process.
Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel,
property or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay.
Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan
advantage.
Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of
gifts or tokens offered and accepted openly from students, parents of students or other persons or
organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7. The educator shall comply with state regulations, written local school board policies and
other state and federal laws.
Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the
basis of professional qualifications.
Standard 1.9. The educator shall not make threats of violence against school district employees, school
board members, students or parents of students.
Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy
to instruct or supervise the youth of this state.
Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his
or her prior employment, criminal history, and/or disciplinary record when applying for subsequent
employment.
Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances
and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school
activities when students are present.II. Ethical Conduct Toward Professional Colleagues.
Standard 2.1. The educator shall not reveal confidential health or personnel information concerning
colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements
about a colleague or the school system.
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws
regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or
citizenship rights and responsibilities.
Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race,
color, religion, national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to
influence professional decisions or colleagues.
Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the
SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
III. Ethical Conduct Toward Students.
Standard 3.1. The educator shall not reveal confidential information concerning students unless
disclosure serves lawful professional purposes or is required by law.
Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student
or minor in a manner that adversely affects or endangers the learning, physical health, mental health or
safety of the student or minor.
Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts
regarding a student.
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to
a student, or grant an advantage to a student on the basis of race, color, gender, disability, national
origin, religion, family status, or sexual orientation.
Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical
mistreatment, neglect, or abuse of a student or minor.
Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with
a student or minor.
Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under
21 years of age or knowingly allow any person under 21 years of age to consume alcohol or illegal /
unauthorized drugs in the presence of the educator.
Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and
boundaries based on a reasonably prudent educator standard.Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor,
including, but not limited to, electronic communication such as cell phone, text messaging, email,
instant messaging, blogging, or other social network communication. Factors that may be considered in
assessing whether the communication is inappropriate include, but are not limited to:
(i) The nature, purpose, timing, and amount of the communication;
(ii) The subject matter of the communication;
(iii) Whether the communication was made openly or the educator attempted to conceal the
communication;
(iv) Whether the communication could be reasonably interpreted as soliciting sexual contact or a
romantic relationship;
(v) Whether the communication was sexually explicit; and
(vi) Whether the communication involved discussion(s) of the physical or sexual attractiveness or the
sexual history, activities, preferences, or fantasies of either the educator or the student.

 

 

 

DISCUSSION Bussayo
COMMENT ON THE FOLLOWING ARTICLE:

https://www.healthit.gov/patients-families/government-health-it

 

 

Critical thinking
Please answer these questions.

1. Your small company (20 employees) has never had a disaster recovery plan but is now considering entering into a DRaaS contract with a major IT firm.

You are surprised when you hear a member of the disaster recovery planning group mention that once the contract is signed, the company’s worries are

over. How do you reply?

2. You are a senior manager for your firm and are responsible for leading the IT governance subcommittee. You just received a text message from a young

IT project manager whom you met last week. “We are at an off-site meeting with IBM, and following a review of its new ser- vice called the IBM Data

Governance Maturity Model Assessment, we will be signing a con- tract for this service. We’d like your input. Please call me on my cell phone as soon

as possible to discuss.” You were not aware of any effort in this area. How do you respond?

 

This is a case study!
Please read the following carefully!
You must tell me what you think is important in the case, in terms of why it is like it is, and how well the firm is doing in relation to the

main themes in the case.

You must use theory to do this.
You should not merely tell us that the strategy consists of selling goods in lots of markets, that the firm tries hard to please customers, and

so on.

You need to use the language and theory of strategy.

So, you might describe the strategy in a structured way, perhaps using theories like Porter’s Generic Strategies, Ansoff’s Matrix and The BCG

Matrix.

You might comment on the international aspects of its strategy via Bartlett and Ghoshal’s Four Strategic Approaches, and the Segal-Horn and

Faulkner Integration Responsiveness Grid
Then you need to explain about the reasons for this – perhaps by referring to the Industry Life Cycle, the Drivers for Globalisation, and so on.
There are two summary lecture slides give some details about relevant theories in which week. And there is a revision notes slides. (Important)

Very important!
 About Zara’s Strategy, can you describe it? Can you do it in the language of international strategy?
 Which theories would you use to help you to describe it?
 How can you tell if the strategy is successful?
 Are there numbers can use? What theory might help?
 Given what is going on in the external environment, is the chosen strategy sensible? How do you know?

 Second, how well has the firm implemented the strategy? (think strategy – structure – systems – processes – culture)

 Within the case, there are several major themes.
 We have already looked at International strategy, and then are the other major themes within the case?
 One theme is regarding the issues Zara has about logistics – servicing its growing international business from one warehouse in Spain
 How would you describe their issues with this problem in the case? Is it time that they opened one or more, or do you think that they

can still make their existing model work?
 How? Why?
 What theory or theories could you use to describe it?
 Make sure you work on building an understanding of the Case Study.
 What are the main themes?
 Work out what you should put together as an answer – the relevant theory, the facts from the case, any examples you might want to give,

etc.

Reading books:
Johnson, Whittington and Scholes “Exploring Strategy” 9th Ed
Janet Morrison: International Business Environment

Assignment: Asthma
Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good

health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An

ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild

asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics

arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of

recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening

symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients

identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms

of chronic asthma and acute asthma exacerbation.
To Prepare
• Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma

exacerbation. Consider how these disorders are similar and different.
• Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think

about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment

of these disorders for a patient based on the factor you selected.
• Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the

examples in the media as a guide to construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Consider the

epidemiology and clinical presentation of both chronic asthma and acute asthma exacerbation.
To Complete
Write a 2- to 3-page paper that addresses the following:
• Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial

blood gas patterns during an exacerbation.
• Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe

treatment for a patient based on the factor you selected.
• Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical

presentation, as well as the diagnosis and treatment you explained in your paper.
By Day 7
This Assignment is due.
Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper

provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All

papers submitted must use this formatting.
Reference
Briscoe, K. (2012, May 12). Thetford: mother of Bradley Wilson, who died of asthma attack, told there was nothing she could have done. East

Anglian Daily Times. Retrieved

fromhttp://www.eadt.co.uk/news/thetford_mother_of_bradley_wilson_who_died_of_asthma_attack_told_there_was_nothing_she_could_have_done_1_1375128

Glissman, B. (2012, May 21). Girl’s death puts focus on asthma’s broader grip. Omaha World-Herald. Retrieved from

http://www.omaha.com/article/20120521/LIVEWELL01/305219975
http://www.kearneyhub.com/livewellkearney/girl-s-death-puts-focus-on-asthma-s-broader-grip/article_cfe02600-a343-11e1-8637-001a4bcf887a.html

• Define social stratification and give two examples.
• Compare and contrast colonialism and world systems theories. Who were some of the key figures?
• Which theorists’ (Davis and Moore, Tumin, Mosca, Marx, Lensi, Weber) contributions to social stratification theory resonate most with you and why.
• Discuss the consequences of social class on physical and mental health, family, education, and politics.
• Distinguish between sex and gender and define gender stratification.
• Describe gender inequality in everyday life, health care, education and workplace.

Your paper should be between 2-4 pages using APA style (Links to an external site.)Links to an external site.. You will be required to cite your sources, a minimum of two sources.
Rubric
TAWC Course Paper Rubric (3)
Course Paper Rubric (3)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeInterpret the characteristics of different types of societies and groups within these societies. 15.0 pts
Exemplary- Demonstrates an advanced understanding of the primary thesis of the paper that sparks the interest of the reader and clearly identifies competencies/ outcomes to be achieved 14.0 pts
Mastery- Demonstrates an accomplished understanding of the primary thesis of the paper that sparks the interest of the reader and identifies competencies/ outcomes to be achieved 13.0 pts
Proficient- Demonstrates an acceptable understanding of the primary thesis of the paper however competencies/ outcomes to be achieved are not clearly defined 12.0 pts
Emerging- Demonstrates an inadequate understanding of the primary thesis of the paper and does not identify the competencies/ outcomes to be achieved 0.0 pts
Does Not Meet Expectation- The paper does not reflect an understanding of the primary thesis of the paper and does not identify the competencies/ outcomes to be achieved
15.0 pts
This criterion is linked to a Learning OutcomeExplain what culture is, how it provides orientations to life, and what practicing culture means. 15.0 pts
Exemplary- Demonstrates an advanced understanding of the primary thesis of the paper that sparks the interest of the reader and clearly identifies competencies/ outcomes to be achieved 14.0 pts
Mastery- Demonstrates an accomplished understanding of the primary thesis of the paper that sparks the interest of the reader and identifies competencies/ outcomes to be achieved 13.0 pts
Proficient- Demonstrates an acceptable understanding of the primary thesis of the paper however competencies/ outcomes to be achieved are not clearly defined 12.0 pts
Emerging- Demonstrates an inadequate understanding of the primary thesis of the paper and does not identify the competencies/ outcomes to be achieved 0.0 pts
Does Not Meet Expectation- The paper does not reflect an understanding of the primary thesis of the paper and does not identify the competencies/ outcomes to be achieved
15.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking/ Analytical Skills 15.0 pts
Exemplary- Presents an insightful and thorough analysis of all issues identified; consistently demonstrates the use of critical thinking/ analytical skills 14.0 pts
Mastery- Presents a thorough analysis of most of the issues identified; demonstrates the use of critical thinking/analytical skills 13.0 pts
Proficient- Presents a superficial analysis of some of the issues identified; minimal demonstration of the use of critical thinking/ analytical skills 12.0 pts
Emerging- Presents an incomplete analysis of the issues identified; demonstrates little or no use of critical thinking/analysis skill 0.0 pts
Does Not Meet Expectation-Does not present any critical thinking/ analysis
15.0 pts
This criterion is linked to a Learning OutcomeUtilization of Research 15.0 pts
Exemplary- Supplements paper with relevant and extensive research into the body of the paper 14.0 pts
Mastery- Supplements paper with relevant research into the body of the paper 13.0 pts
Proficient- Supplements paper with limited research into the body of the paper 12.0 pts
Emerging- Minimally supplements paper with research into the body of the paper 0.0 pts
Does Not Meet Expectation- Does not include relevant research into the body of the paper
15.0 pts
This criterion is linked to a Learning OutcomeQuality and Organization of the writing 15.0 pts
Exemplary- The paper is extremely well organized, makes excellent transitions from point to point, no spelling or grammatical errors and all references correctly cited Paper follows APA format 14.0 pts
Mastery- The paper is generally well organized with relatively smooth transitions from point to point; rare number of spelling and/or grammatical errors or references not cited. Paper follows APA format correctly cited 13.0 pts
Proficient- The paper is organized with somewhat smooth transitions from point to point; under3 spelling and/or grammatical errors or references not cited properly. Paper mostly follows APA format. 12.0 pts
Emerging- The paper is minimally well organized with minimally acceptable transitions from point to point; several spelling and/or grammatical errors or references not correctly indicated. Minimally follows APA format. 0.0 pts
Does Not Meet Expectation-
15.0 pts
Total Points: 75.0
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Compare the TED talk video to the textbook and other readings about the same subject. What are the similarities and what are the differences?

Are there gaps in the TED Talks about the subject you believe should have been included in the TED Talk? What were the gaps? How was the TED

Talk you chose useful to future health prevention efforts of health educators?

Those are the directions directly from my professor. I’ll be providing you with the link to the video and the book.

1-this is the link to the video

2- this is the link to the book.

http://www.jblearning.com/
login and choose chapter 13 or any chapter that is related to the video

 

Write a 550-word critical analysis of the film – Troublemakers: The Story of Land Art

https://www.putlockerfree.ms/watch-troublemakers-the-story-of-land-art-2016-movie-online-5773.html

Assume that you are the plant manager for a manufacturing company. For years, the firm’s low-wage workers have complained about their pay and

general working conditions. They have presented you with a list of demands and have signed a petition supporting their demands as well as

threatened to quit if their demands are not met. You know the following:
• Another low-wage manufacturer in the area is about to close down
• The corporation that owns the manufacturing company is about to implement a reduction strategy
• General employment rates are also growing

You have two choices:
1. Meet with all of the workers, inform them of the things that he or she knows, and advise them to back off their demands.
2. Do nothing and see what happens. This may result in some (but not all) of the workers quitting.

• What are the ethical issues in this situation?
• What are the basic arguments for each course of action?