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Why the U.S. economy needs debt, according to some economists (11.27 Min): The ...

Why the U.S. economy needs debt, according to some economists (11.27 Min): The U.S. national debt hit nearly $33 trillion as of early September 2023. Every year since 2001, the U.S. government has spent more money than it takes in, which means it has to borrow money to make up the difference. The national debt is frequently discussed as a danger to future generations, but some economists say that, unlike household debt, there’s no reason to get the national debt down to zero. Most economists warn, however, that there’s a balancing act when it comes to the national debt. (Watch the video link below) https://www.cnbc.com/video/2023/09/10/why-the-us-e...

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RED 585 Topics for Week 4 Directions: Respond to the following topics: Lewis ...

RED 585 Topics for Week 4 Directions: Respond to the following topics: Lewis & Strong Ch. 5 How could you use collaborative strategic reading to teach for comprehension in a content area? What is reciprocal teaching and how would you use it to teach for comprehension in a content area? What are peer-assisted learning strategies? Give examples of how you could use these to teach for comprehension in a content area. What are reading guides? How could you use them to teach for comprehension in a content area? Topics for Week 5 Directions: Respond to the following topics: Lewis & Strong Ch. 6 How can you conduct effective classroom discussions? What are standards for discussions and why are they important to follow? Give an example of how you would conduct a text-based discussion in a content area. What is reciprocal questioning and how could you use it in a content area? Give an example of how you would use Questioning the Author to enhance comprehension in a content area. Give an example of how you would use collaborative reasoning to enhance comprehension in a content area. How could you use a discussion web to teach for comprehension in a content area?

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Oral Language joins phonemic awareness, phonics, fluency, vocabulary, and compre ...

Oral Language joins phonemic awareness, phonics, fluency, vocabulary, and comprehension as the sixth addition to the components of an instructional reading program.  Within the discussion of oral language, the characteristics related to academic and spoken language need to be defined and demonstrated.  The aspects of oral language that need to be developed for all students are phonology, syntax, semantics, morphology, and pragmatics.  The relationship among these aspects affects how students comprehend spoken and written language.  From birth, students have been exposed to various degrees of oral language development.  The depth or lack of depth of this exposure makes a huge difference in the academic successes of the students in the areas of literacy, specifically reading and writing. The exposure to oral language is the basis for the development of phonemic awareness, phonics, fluency, vocabulary, comprehension.  Languages There is no exact known number of language currently used in the world. The estimated number of languages varies from between 5,000 and 7,000. This variation is due to a disagreement between the distinction between languages and dialects. A distinction is sometimes made between “natural languages” and other forms of language such as signed or braille. Natural languages are defined as those that can be spoken. All languages can be encoded into some other modality, whether it is auditory, visual, or tactile. Language is not dependent on the modality through which it is delivered. In other words, language by definition does not need to refer to oral language. There are numerous definitions of language. The word could be used to refer to the cognitive ability to learn and use a complex system of communication, the rules that constitute that system, or the sounds that are produced from those rules. No matter which definition you choose, there are certain characteristics that all languages have in common. They use semiosis to develop the relationship between the sign and its meaning. Oral languages also contain a phonological system that determines how the symbols are combined to form morphemes or words, as well as a syntactic system that determines how the word and morphemes are combined to form phrases and ideas. Language Family A language is a group of languages that have been formed from a common language. English is part of the Indo-European family, which is the most widely spoken language family. This family includes such diverse languages as English, Russian, and Hindi. Other language families would include the Sino-Tibetan, the Afro-Asiatic, the Bantu, the Dravidian, and the Malayo-Polynesian families. Five most widely used Language Families Name of script Type Population actively using (in millions) Languages associated with Regions with predominant usage Latin Latin Alphabet over 4900 English, Spanish, French, Portuguese, Romanian, Italian, Malay-Indonesian, German, Turkish, Vietnamese, Polish, Dutch, Swedish, Latin, others Worldwide Chinese ?? ?? Logographic 1340 Chinese, Japanese (Kanji), Korean (Hanja), Vietnamese (Chu Nom obsolete), Zhuang (Sawndip) Eastern Asia, Singapore, Malaysia Arabic ??????? Abjad or abugida (when diacritics are used) 660 Arabic, Persian, Urdu, Punjabi, Pashto, Sindhi, Balochi, Malay (Jawi), Uyghur, Kazakh (in China), Kurdish, Azeri (in Iran), others Middle East and North Africa, Pakistan, India (some states), China (Xinjiang), Malaysia Devanagari ???????? Abugida 420 Hindi, Marathi, Konkani, Nepali, Sanskrit, several others India, Nepal Cyrillic ???????? Alphabet 250 Bulgarian, Russian, Serbian, Ukrainian, Macedonian, others Eastern Europe, Central Asia and Mongolia, the Russian Far East Definitions of Language The first definition of language focuses on the mental and biological factors. It focuses on the capacity of the brain to produce and understand utterances. All humans have this capability, so language acquisition is viewed as innate and children acquire it without formal instruction. This view points to the spontaneous development of languages, such as creole, which develop in settings where people live or grow up together without a common language. Philosophers such as Kant, Descartes, and Chomsky have espoused this view. A second definition views language as a grammatically rule govern combination of signs that form a formal system to convey meaning. This is a structuralist view of language identified by Saussure. Chomsky combined both the biological and the structuralist view to create the generative theory of grammar. He explained that the rules were and innate feature of the human mind. A third definition describes language as a system of communication for exchanging ideas. The focus of this definition is on the social function of language. This definition leads to the study of pragmatic, sociolinguistic, and linguistic anthropology. Grammar is viewed as always changing because it is determined by the speakers. The American Speech-Language-Hearing Association (ASHA) defines language as “ . . . A code made up of rules that include what words mean, how to make words, how to put them together, and what word combinations are best in what situations. Speech is the oral form of language” (p. 1). Retrieved from http://www.asha.org/public/speech/development/ Comparison of Human and Animal Communication Human language differs from the communication systems used by animals. Animal communication systems are closed systems, composed of a finite number of possible ideas. However, the human language system is open-ended. This enables humans to convey unlimited ideas from the finite set of elements within the specific language system. Humans use a dual code to create new words, sentences, and ideas. The finite elements in the system, sounds, letters, or gestures) are combined in multiple ways. The arbitrary symbols and rules are acquired through social interaction. Components of the Language System A language system is composed of three parts: signs, meanings, and a code that connects the signs to the meaning. Semiotics is the study of how signs and meanings are combined, used, and interpreted. Signs might be sounds, gestures, letters, or symbols depending on the language system being described. These signs can be further combined to form more complex signs such as words, phrases, and sentences. The language system is a dual arbitrary system. There is no predictable connection between the sign and its meaning and the signs can be combined in various ways which illustrates their dual role. The elements of the system are discrete and distinguished from each other and they can be arranged in different patterns. The syntax is the rules by which the signs are combined. Semantics is the meaning of the individual signs, morphemes, and words. Types of Language Systems Language systems can be divided into six major types: pictographic, logographic, syllabary, segmental script (this is where the alphabetic systems fit), and abugida. These can be further divided into even smaller categories. Pictographic and ideographic systems tend to be grouped together. These can be used to convey basic ideas, but are limited in their ability to convey all ideas. Therefore generally these are not considered to be full language systems. In the pictographic system iconic pictures are used and in the ideographic system, ideograms are used to represent concepts or ideas rather than specific words. There is no single meaning because there is not a one-to-one correspondence between the symbol and the language. In logographic systems, glyphs represent words, rather than phonetic elements as in English. However, the logograms are combined with phonetic elements.  Consequently, these languages are composed of complex scripts that are a combination of logograms and phonetic elements, or more specifically logosyllabic systems. In the syllabary system, graphemes are used to represent syllables rather than complete ideas or individual sounds. Languages, where one character represents a syllable rather than a phoneme, would include such languages as the kana which is used in Japanese to supplement the originally Chinese characters normally used. Segmental script systems, such as English, use graphemes to represent the phonemes of the language. This relationship is not typically a one-to-one correspondence, but it is based upon an alphabet. Segmental scripts may be further divided according to the types of phonemes they typically record: An abugida, or alphasyllabary system, encodes the vowel sounds using diacritical marks in addition to systematics modification of the consonants. Many of the abugida languages are found in India and Southeast Asia and belong to the Brahmi language family.  Phonetics Phonetics is the study of the sound system of the language. These speech sounds are studied based upon three characteristics: their production, the physical properties, and their auditory properties. Alphabet Cuneiform and hieroglyphic writings were the precursors of the alphabet. The alphabet we currently use is based on the Roman alphabet which is derived from the Greek alphabet. Alphabetic Language- A form of Segmental Script  You learned in EDU 602 about phonemes and morphemes and making the match between the sound (phoneme) and printed symbols (graphemes) to encode (spell) and decode (read) words based upon the student’s understanding of the semantic (meaning) and syntactic (grammar) systems in English. English is an Alphabetic language system. What does it mean that it is Alphabetic? An alphabetic language system combines phonological units that are mapped onto orthographic units.  Factors that Impact Language Development There are many factors that can impact language development. These may be physical, emotional, or environmental. Divide the list of factors below from Chen (n.d) into the three categories. Would you expect there to be more physical, emotional or environmental factors? Then compare your answers to mine. 1. Inadequate stimulation (talking and playing with the child). 2. Delayed general development (‘global developmental delay’), physical development (‘motor skills’), cognitive development, etc. 3. Specific difficulty with language learning. Not very interested in language prefers other modalities e.g. physical activities. 4. Poor control and/or co-ordination of the speech muscles: lips, tongue, etc. 5. Medical problems. 6. Inadequate awareness of communication, lacks “communication intent”. 7. Reduced hearing e.g. ear infection, fluid in the ear, impacted earwax, etc. 8. Changes in a child’s environment e.g. moving. 9. Exposure to too many languages for the child. 10. Inadequate opportunity for speech e.g. the child everyone talks for, the “babied” child, has a more dominant sibling, etc. 11. Emotional factors e.g. behavioral problems, anxiety, the pressure to perform, etc. 12. Short attention span. 13. Family history of speech and language delays or difficulties Here are my answers, you might have placed these in different categories depending on how you interpreted them. Environmental 1. Inadequate stimulation (talking and playing with the child). Physical           2. Delayed general development (‘global developmental delay’), physical development (‘motor skills’), cognitive development, etc. Emotional       3. Specific difficulty with language learning. Not very interested in language prefers other modalities e.g. physical activities. Physical          4. Poor control and/or co-ordination of the speech muscles: lips, tongue, etc. Physical          5. Medical problems. Emotional       6. Inadequate awareness of communication, lacks “communication intent”. Physical          7. Reduced hearing e.g. ear infection, fluid in the ear, impacted earwax, etc. Environmental 8. Changes in a child’s environment e.g. moving. Environmental 9. Exposure to too many languages for the child. Environmental 10. Inadequate opportunity for speech e.g. the child everyone talks for, the “babied” child, has a more dominant sibling, etc. Emotional        11. Emotional factors e.g. behavioral problems, anxiety, the pressure to perform, etc. Physical           12. Short attention span. Physical           13. Family history of speech and language delays or difficulties Role of SES In their research, Hart and Risley (2002) compared the expressive language used by children and parents in professional, working-class, and welfare families. They found significant differences between the three groups. The professional families scored significantly higher in every category. These differences were apparent by the age of three. Students who have not been exposed to appropriate oral language show phonological and phonemic differences in their oral language development. Students how might be included in this group could be ELLs, students with disabilities, and students from homes that are in low socio-economic levels. Note that oral language development is as important for students who live in low SES areas, as it is for ELLs and students with disabilities. All of these groups of students frequently show language deficits in their written and oral discourse patterns. Being disadvantaged does not cause delayed language development; however, issues such as limited access to health care, lower parental education, and educational levels of caregivers, impact language development (Roseberry-McKibbin, 2012). This lack of oral language exposure can be addressed through the use of Differentiated Instruction. The teacher needs to be aware of the socio-cultural, socio-political, and psychological variables that are involved to differentiate reading for all students. The differences in language performance continued to widen at age four, placing the welfare children at a distinct disadvantage. Specifically for ELL students, teachers need to understand the importance of ELLs’ home languages and to use them as a support when teaching students to read in English. In addition, teachers need to be aware of the similarities and differences in sound production between the home language and English, and how this affects English language learners reading development. It is important to be able to identify phonemic, semantic, and syntactic variability between English and home language and how knowledge of variation in phonology affects the English language The candidate will demonstrate an understanding of the Saint Leo University Core Value of Integrity to identify and analyze the role of oral language in the reading process the review or research and design and location of scientifically research-based activities to develop oral language at all levels. Integrity:  The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.

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1. Read over questions completely. 2. Answer each questions completely and sepa ...

1. Read over questions completely. 2. Answer each questions completely and separately with a minimum of 200 words for each question . 3. cite any sources used. question 1- What do you hope to learn from this course? What kinds of activities do you like doing in educational settings (Kahoot!, etc)? (Course is Intro to Pyschology) question 2- Do you think of psychology as a science, like biology or chemistry? Why or why not? Feel free to do some additional research on this, and include any additional references at the end of your journal post.

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1.(HC) This week’s reading by Swanson, Harris, and Graham (2014), scrutinizes ...

1.(HC) This week’s reading by Swanson, Harris, and Graham (2014), scrutinizes the persistence of adults with learning disabilities (LD) within academic and professional arenas. The chapter dissects various risk factors impacting the success and well-being of adults with LD. From a biblical vantage, enhancing persistence for these individuals can be approached through compassion, support, and personal growth—principles deeply rooted in Scripture. The Bible mandates us to cherish and uphold all individuals, irrespective of their abilities or adversities. One pivotal element in bolstering persistence is cultivating a supportive community. Proverbs 27:17 (New International Version) asserts, "As iron sharpens iron, so one person sharpens another." This emphasizes the significance of positive relationships and mentorship in fostering personal growth. For adults with LD, a robust support system can offer encouragement, guidance, and practical aid in overcoming challenges. Churches and faith-based groups can be instrumental in forging inclusive spaces where individuals with LD feel valued and supported. Another crucial aspect is nurturing a growth mindset and resilience. The apostle Paul writes in Philippians 4:13 (New International Version), "I can do all this through him who gives me strength." This scripture inspires believers to draw on their faith and inner strength to surmount obstacles. For adults with LD, adopting a mindset that perceives challenges as growth opportunities rather than insurmountable barriers can profoundly influence their persistence (Swanson et al., 2014). Addressing the specific risk factors mentioned in the chapter—such as academic struggles, social challenges, and emotional issues—requires a holistic approach considering the individual's spiritual, emotional, and practical needs. Targeted interventions, like academic support, social skills training, and counseling within a faith-based context, can equip adults with LD with the necessary skills and confidence to persist in their objectives (O’Brien & Beattie, 2019). Moreover, promoting self-advocacy skills is essential. Encouraging adults with LD to understand their rights, effectively communicate their needs, and seek appropriate accommodations aligns with the biblical principle of stewarding one’s talents and abilities. This can be seen as a clarion call to empower individuals with LD to advocate for themselves and others in similar situations. Combating stigma and misconceptions surrounding learning disabilities is vital for improving persistence. Educating communities about LD and fostering acceptance resonates with the biblical teaching of treating others with dignity and respect. This underscores the equality and inherent worth of all individuals, regardless of their abilities or challenges (Swanson et al., 2014). Additionally, a recent study by Andias and Silva (2021) on high school students with chronic neck pain highlights the importance of addressing psychosocial factors, sleep quality, and symptoms of central sensitization. These factors are essential for understanding pain persistence and disability, which parallels the need for comprehensive support for adults with LD. Critically, while the integration of biblical principles offers a compassionate framework, it's essential to recognize that solely relying on spiritual interventions might overlook the necessity for evidence-based, secular approaches. The fusion of both domains could provide a more comprehensive support system. Improving persistence for adults with learning disabilities involves creating supportive communities, fostering a growth mindset, addressing specific risk factors through holistic interventions, promoting self-advocacy, and combating stigma. By integrating these strategies with biblical principles of compassion, support, and personal growth, we can assist adults with LD in overcoming challenges and realizing their full potential in academic, professional, and personal endeavors.   References   Andias, R., & Silva, A. G. (2021). Predictors of pain persistence and disability in high-school students with chronic neck pain at 6-month follow-up. *Quality of Life Research*, 31, 803-816. https://doi.org/10.1007/s11136-021-02969-0inks to an external site.   Holy Bible, New International Version. (2011). *Biblica, Inc.*   O’Brien, C., & Beattie, J. (2019). *Teaching students with special needs: A guide for future educators* (3rd ed.). Dubuque, IA: Kendall Hunt.   Swanson, H. L., Harris, K. R., & Graham, S. (2014). Handbook of Learning Disabilities The Guilford Press. 2.(AB) Transition planning for students with disabilities is a crucial process that helps prepare students for adult life after high school. As a result, it's a collaborative effort that starts well before graduation and focuses on equipping students with disabilities with college and career readiness skills. Students require various types of support to be successful in adulthood, and this requires persistence. Swanson et al. (2013) explain some adults may wish to pursue technical careers of study however they do not persist because of many barriers. For example, financial challenges, or disappointing past academic experiences. Nevertheless, with transition planning and proper training during the implementation of support programs. Barriers should be viewed through a Christian lens, thus adults with disabilities must be taught how to believe in trusting God's timing. While barriers do give cause for setbacks, these adults need to know that through it all God's plans often unfold with a different timeline than we plan for or expect. The Bible reminds us that being persistent is just like the persistent widow in (Luke 18:1-8, NIV). This demonstrates our faith that God ultimately hears our prayers and will act according to His perfect will. Adults who keep up the spirit of willpower and endurance ultimately build self-determination and self-advocacy. We are called to keep seeking, knocking, and asking with unwavering trust (Matthew 7:7, NIV). These are some areas where adults with disabilities do not receive adequate support and engagement in the postsecondary settings. As a result, for instance, adults with Autism become affected by nonacademic stressors, including the “sensory overload” associated with communal living as well as the need for advanced organization, time management, and interpersonal skills. Assisting and inspiring students with their development of learning how to establish intrinsic motivation is of paramount value. This is an important skill that is needed during adulthood. Therefore, self-determination and self-advocacy will need to be taught effectively to students with disabilities as they transition from secondary education to adulthood. Based on the reading, the in-class text outlines that intrinsic psychological factors have a large influence on an individual’s persistence (Swanson et al., 2013). Consequently, improving persistence from a biblical perspective includes developing our faith's endurance (James 1:2-4, NIV). The Bible has many examples of scriptures that clearly outline to us examples of being persistent and enduring. Persistence is not just a helpful trait, it's an essential quality in the Christian Walk and is especially needed by adults with disabilities because they will face many challenges and barriers in their futures. As educators, we must teach adults with disabilities that even though challenges and setbacks are sure to occur throughout life. However, we must also teach them that they are opportunities to grow. In summary, by following the examples set in scripture and trusting in God's timing and purpose, adults with disabilities can develop indomitable persistence, consequently providing a testament to their faith and a path to a life rich with blessings. Therefore, by persisting through difficulties, resilience is built along with a deeper trust in God's promises.

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Discuss how the following Guiding Questions—which are based on the structural ...

Discuss how the following Guiding Questions—which are based on the structural theories lens—help you better understand your organization. Include in your discussion thread the strengths and weaknesses of this lens for gaining that understanding.  You do not have to share your views on each of the guiding questions.    Guiding Questions What is the chain of command in your organization?       a. What is the formal authority in the organization?       b. That is, who has economic, legal, contractual, and collegial authority? Describe the span of control in the organization.        a. How many people report to managers at various levels?        b. How many levels exist in the organization? Describe the departmentalization structures of the organization. Where are decisions being made in the organization? Explain where your organization sits on the centralized/decentralized continuum. Are the staff/line distinctions being maintained in your organization? Please note, this assignment should not be a reiteration of the answers you use in your case study, rather, for the discussion, you are being asked to discuss how answering the questions help you to better understand your organization.  Explain how the questions have helped you understand your organization better.  For example, when discussing your views on the structural theories lens, you might say “viewing the chain of command helped me to realize...” or “after considering the span of control, it is clear that...” Respond to each student thread:  1. (OA)A structural lens is a social strategy or role influencing an organization's behavior and outcomes (Lee & Terrence, 2021). In this type of setting, the hierarchy of power is essential for maintaining the stability and functionality of the organization. For example, let us look at an educational institution where the school administration, such as the principal, is at the top of the school's hierarchical authority and is also responsible for the overall management of the school. Likewise, there is a vice principal, department head, team leaders, teachers, support staff, and school board. All these individuals provide the framework within which all educational activities are carried out, and their valuable experiences assist students across different contexts within the school system. However, it is imperative to know that different types of authority are available in various roles within the school system. Each type of authority plays a crucial role in the functioning and governance of educational institutions.  School boards, District Administrators, and principals can operate under economic, legal, and contractual authority. The school board and district administrators oversee the primary economic authority at the district level. Aside from this, they are responsible for making budget decisions, allocating funds, and overseeing finances. Although the principal may have yet to have the final say in budget decisions, they often manage the allocated budget at the school level and make decisions regarding its day-to-day expenditure within the guidelines set by the district. Collegial authority is a shared responsibility and power among colleagues who aim to achieve common educational goals, such as between teachers and colleagues. Sometimes, the principal also engages in collegial authority by fostering collaboration and shared leadership among the staff. Nevertheless, understanding the hierarchy of power or reporting structures is crucial for enhancing the flow of communication and decision-making within a school and across a school district. In addition, some of these authorities can be from the district, school, or departmental levels. Regardless of the level, every level of decision-making is vital for the smooth operation of the school and ensures that various aspects of school management are addressed effectively. The structure allows for specialized focus on different areas of need while maintaining a solid policy direction from the top levels of the school district. School districts' decision-making is mostly centralized because this structure allows for uniformity and consistency in policy implementation, which makes it easier to implement standardized policies and procedures, streamlined decision-making processes, and more precise lines of authority and accountability. It can sometimes be less responsive to local needs, leading to slower decision-making processes and lower empowerment at lower levels of the schools. Reference Lee, G. B., & Terrence, E. D. (2021). Reframing Organizations: Artistry, Choice, and Leadership.  (7th edition). John Wiley & Sons, Incorporated. 2.(LE)Good afternoon, classmates. This week's discussion is based on the following. Please feel free to share your feedback with me. Discussion Thread: Using the Structural Lens Module 2 Week 2      Structural lens theories in organizational behavior and management are crucial as they provide frameworks for understanding how organizations are structured, how they function, and how their structure influences behavior and performance (Scott, 2015). With their diverse perspectives on organizational design, management practices, and the relationship between structure and performance, these structural theories allow organizations to adapt and draw from multiple theories to create structures that best fit their goals, environment, and internal capabilities (Donaldson, 2018).     In responding to the guiding questions, my organization’s Chain of Command follows a structure as such: Formal Authority     The United States Fleet Forces Command (USFFC) follows a hierarchical structure typical of a military organization, including a civilian staff. The civilian roles, such as the Comptroller, who contributes specialized expertise in financial management, play a crucial and integrated role in supporting the overall operational effectiveness of the command. Their contributions are not just valued but essential for the smooth functioning of the command. Authority Breakdown     Economic, legal, contractual, and collegial authority are generally centralized through military budgets allocated by higher authorities. They are governed by military law and regulations by the Uniformed Code of Military Justice, which pertains to contracts entered into by the military for procurement and logistics. Collegial authority is based on military protocol and customs, which guide interactions and decision-making among peers and subordinates. Span of Control At the United States Fleet Forces Command (USFFC), the number of people reporting to the managers (Admirals, Comptrollers) at various levels can vary widely. The USFFC's organizational structure is not just extensive but comprehensive, ranging from the top commanders down to the unit commanders, with various departmentalization structures that may include operations, logistics, and personnel (Department of Defense, 2020). This comprehensive structure ensures thorough command and control, providing security and confidence in the organization's operations. Decision-making in an organization such as the USFFC is usually made at multiple levels. Strategic decisions are made at a higher level, while tactical decisions are delegated to lower-level authority. The USFFC tends to be more centralized regarding strategic decision-making to ensure unified command and control. However, operational decisions can be decentralized to lower levels for flexibility and responsiveness (Department of Defense, 2020). It would also be imperative to note that when it comes to staff/line distinctions, most military and governmental civilian-associated organizations have clear distinctions between staff (support and advisory roles) and line (operational command) functions.      Using structural theories provides many strengths and weaknesses, such as focusing on patterns and stability. This theory highlights the patterns of behavior and social structures that persist over time. It identifies stable elements of society and how they contribute to command organizations' orders and/or conflicts. Contrastingly, weaknesses can be based on an overemphasis on stability. In contrast, structural theories may oversimplify the dynamic chain of command social process by focusing too much on stable structures and patterns. This can neglect the fluidity and changes that may occur within a chain of command structure over a period of time.     These questions help because they provide a sense of systematic understanding. By addressing these questions, I have comprehensively understood my organizational structure, the decision-making processes, and the functional roles within the USFFC organization.     I would also add that clarifying roles and responsibilities helps define different levels and functions, ensuring alignment with organizational goals and/or objectives. These guiding questions based on structural theories have enhanced my understanding of organizational dynamics and provided practical insights into how these dynamics manifest within a combined military/civilian organization like the USFFC.  Hey guys, thanks for taking the time to read my discussion post, and again, I welcome all feedback.  Thanks, Lee

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I need 3 SOPs 1- When a change in a EHR is going to made who needs to be notifie ...

I need 3 SOPs 1- When a change in a EHR is going to made who needs to be notified and vetted through the process before the change is made. 2- A stander terms used for fields in and EHR 3- best practice of security set up and how each person would fall into the catagories.

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Scenario DURING A VIRTUAL VISIT TO LIVEWELL HEALTHCARE, A STUDENT MET WITH SIX ...

Scenario DURING A VIRTUAL VISIT TO LIVEWELL HEALTHCARE, A STUDENT MET WITH SIX PROFESSIONALS WITH THE FOLLOWING JOB TITLES: Inpatient Coder Health Information Management Director Clinical Documentation Improvement Specialist Software Integration Engineer Electronic Health Records Manager Chief Financial Officer During the Virtual Visit to LiveWell (VVL), the student interviewed each of the above positions to learn about professional opportunities in the HIM field and learn about HIM professionals' interdepartmental relationships.

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Business development plan I – Introduction 1. Introduce the business idea 2 ...

Business development plan I – Introduction 1. Introduce the business idea 2. Background to the industry 3. Rationale (why do you think that is a good idea) 4. Aim 5. Objectives 3 or 4 6. Signposting – description of chapters II – Business concept chapter 1. Description of the business 2. Description of the product or service 3. Description of target customers 4. Opportunity 5. Positioning 6. Value addition 7. Organisational Structure III Literature review same as above IV Methodology as above V Data analysis and findings 1. Internal and external analysis 2. Operations (ex. From supplies to end product) 3. Marketing 4. Marketing mix 5. HR strategy VI Evaluation of the business plan 1. Financial forecast Budget, Income, capital investment, balance sheet, cash flow, profit or loss estimate for 2 or 3 years For BDP Name of the business, nature of business, Location, unicity of business USP Here is the whole context of guidelines- Please Read it Project 1 Business. Second, give details about the product or service that you're offering. Okay? Please don't put things like description of product and service. You can confuse people. Okay. But be quite, um, specific to what you're doing. So description of the product or service that you're actually offering. The third thing you're looking at would be tell us who your target market is. Who are your target customers. And this is where you have to be quite specific in terms of things like, say, segmentation. Give us details about things like, I don't know, a gender location, for instance, you know, what kind of mindset do they have? What are they looking for? What are the expectations? Give some description about the customers themselves. Exactly. Once you you've got past those descriptions overall, then we're looking for things like say um, what are what is the value that your business, uh, is providing. I just don't see the restaurant. The question I ask is why should I come to your restaurant? What is different about your restaurant's competitors? If you're telling me, for instance, you're going to be serving fried chicken and burgers. There are lots of people serving fried chicken. So what is different about you? What is the value? What is different about your business is what we're looking over here. And that needs to relate to the next section which is called opportunity. What is the business opportunity in that market space that you are capitalizing on? Because I'm sure this is something you learned in Ebrd. Did you learn about opportunities in the market space? So what is the opportunity that you have been able to identify? And then what is your positioning? How are you positioning your business? For instance, is it meant for everybody or is it meant only for a specific group of people, which hopefully would have covered it under the, uh, target market part? Is it going to be like a mass product or is it going to be a luxury product, for instance? You know, if you're coming from this is where the positioning issues come into the picture. Okay. What are people going to think about your business? Um, the way you're going to project, it's a bit like, you know, how is how does Primark position itself? It is meant to be extremely affordable. It is meant for the masses, meant for everybody. It's meant as a family brand. Gay men, men, women and kids. You know everybody. And you find it's not just a clothing store. It's like a home store. They're selling a whole variety of different products. It's about how people see you as a business. How are you going to position yourself as a business owner? Oh yeah. One more important thing about Primark is location. They try to ensure that you don't struggle too much to get to a Primark. You know it's not too far away. That's the thing. So hopefully that makes sense. All this comes into your own is your organisational structure. For instance, uh, going back to the restaurant example. I'm sure you can't do everything by yourself. You'll have to employ people. Yeah. You'll have people who are probably going to be doing the serving, cooking, accounting, cleaning. We want to see an organizational chart. How many people in which departments and what positions are in this? Okay. So that needs to come into your chapter. Is that for instance everybody? Yes. These two. All right. Okay. So just to run through the once again description of the business, description of the product or service that you're offering. Description of your target segment. And please focus on segmentation. Also talk a bit about the business opportunity, the value that is being provided. The positioning that your business is adopting. The organizational structure. Okay. So please ensure that you cover these different details. And again it's a little over 1000 words but maybe maximum 1005. But I hope you can see you need to compress all of these into that space. Chapter three literature review. Yes, sir. The business concepts. Um, I think it should be close to 2000 because, well, these are guidelines. These are kind of word counts. But the whole point is don't go ahead and write 5000 words on it. That's the that's the point that you're looking at. You need to cover these errors. But you've got a word count of 12. So I think needs to come within that particular section. Chapter three. You already spoken about it. Concepts, theories and models. And again, keep in mind concepts, theories and models that will relate to your work and you will be using later on in your work. You'll be applying this. So it's also an application okay. And like I said earlier on, please don't put in models for the sake of putting them in. That's not necessary. Um, chapter four is methodology, which I've already spoken about. And I told you there are five questions you need to ask yourself. So same thing applies over here. So please keep in mind that you have to respond to those five questions in chapter four. So yes, um, I do uh, do you say that, uh, what you said chapter three is a concept research and model concept theories and models. So how do you mean about models? Models are things like Porter's five forces. So, for instance, you know, cage is role models, isn't it? See, you find that the word is very similar to the concept of theory. It's not like, you know, it's very different from it, but it's just a different terminology being used. Um, chapter four methodology like you're actually looking at, you know, what are the methods used and so on and so forth. Chapter five analysis of the business model. And this is again, you can see it's quite important. 3000 words again. Why. Because here you're describing how the business works how the business is going to operate. Now what are the fundamental things that you need to cover in this particular section? First is before you get to the work in your business, I'm sure you remember this from EBD as well as GSM last term. Whenever you run a business or start a business and you're building a strategy for it. The two things that you have to do two levels of analysis. First is internal. Second is external. So you need to have an internal analysis of your business. Look at things like say what are the strengths, what are the weaknesses, what are the resources. What are the skills or the capabilities. You need to look at those things. The second thing is will be external analysis, external analysis, something which you're all generally aware of. You use a model, use theory which you go ahead and apply, and you have to choose one that you described in your literature review. What model you choose is up to you. So do we have to choose only one model or we can use up to 2 or 3. Again, three three is an overkill. Okay. Again it's like the buffet in a restaurant. There's only so many dishes you can eat because your tummy can only take in so much. Same thing with you. You got 12,000 words. If in case C, let me jump to the external analysis. What are different models that you have? Study is the best tool okay. Okay. That's like you know really good use that anymore. Sorry. Best tool. Anything else? Uh, the new version of the steeple. The newer version of steeple. Steeple. You might have seen diamond model. You might have seen Porter's Five Forces. You might have seen cage model. My point is, there are different models that are there. Now, if you were to go ahead and choose Castle and then steeple, I'd say that's a bad decision because steeple is just an extension of Pestel. But if in case, let's say an example, you choose Pestel and you choose five forces. Now Bethel is more about the environment in general. Five forces is more about the industry. I hope you can see what's coming from so you can put both of them in. But my advice is check your word count. What counts? If it hits your word count, don't push it. Okay, so where it comes from do is you must have described it in literature review these models. You must have spoken about it there at the stage in time. Because otherwise if we don't see literature review and suddenly just appears out of nowhere over here, it's a bit like a magic act. Yeah. You're pulling a rabbit out of have from nowhere. Okay. Yes. Anomaly is 10%. Either plus or minus doesn't hold on 10% plus. I don't want to use the word 10% minus. But in practical terms, if it goes below 10,000. Um, I don't see how that's going to happen. I'm sure by the time you finish it all by ten over 10%, you have a problem. Oh, yeah. That's like see, 10% is 13,200. So keep that as an absolute maximum. Don't go beyond 30,200. Oh 30. You can see she's gunning for 14,000 already. Once you've looked at the internal and external analysis, how does the business operate? How does the business work? So otherwise things like, say, operations, operations management, what are the general activities that take place in a restaurant? Simple supplies need to look at things like suppliers getting the supplies in. That's part of the operations. Then obviously things like say cooking, prepare and so on, you know, and things like, uh, service, for instance, is going to be dining for everybody. Or do you have like a takeaway service, for instance, do you have, you know, a delivery thing you need to work on how these operations are going to work. So in a situation like this, these are probably things where you might want to look at like a supply chain. For instance, if you have a supply chain in place, how is working, how you can implement, how you're going to manage it, for instance. So that's where the operations comes in. Things that are taking place on a daily, weekly or monthly basis regularly routine. Second thing is I just I told you about people working in the business. How are you going to manage them? If you go to with 1015 employees, then how are you going to manage all the simple things, things that you've learned last year in human resource management? How are you going to recruit them? How are you going to select them? What are you going to do about it? Point one. Point number two is after they've joined you, what you need to do. Do they need training? Do they need some development? You need to keep them, isn't it? How are you going to retain them? What are you going to do? Um, is there any kind of, uh, motivation incentives, um, or reward strategies that employ. Give me some information on that. Last, but definitely not the least in the business model is you've got hopefully a good business in place. And fair enough. But how the hell are you going to market it? How do you let people know about your business? I'm sorry. And that's. Come back to what you did in marketing two years ago. There's a model. There's a model that you all learned about digital marketing. That's not the model I was about. We all would have done something called the marketing mix. So depending upon a product, it's four pieces of the service seven P's in marketing mix you have something called promotion or call IMC. And under promotion is where you're talking things like say advertising, social media, digital. I hope this makes sense. So this is how you need to work out how this is going to be marketed to your customers. What is your plan exactly at everybody? So that is the analysis of the business model. Does that make sense? Yes. Okay. Chapter six evaluation. What is that about your evaluating your plan? Okay. My plan? I've written about 10,000 words so far. How do I know that this plan is going to work? What is the sign of success? Let me put it practically. Practically true. But remember, this is an example. When you go to a bank for a loan, for instance, or you go to an investor for some capital, you know, for your business, how are you going to convince them that this plan is a workable, feasible plan? Sorry, the loan is not good enough. Who wants something a bit more than that? You need to have what are called as forecasts for across the next year or two years or three years. This is how much of money I will be making now. This comes from your. Business model. I just told you. Operations, human resources. Marketing. Each of those involves budgets. How many? I mean, you have to pay people salaries to pay for your marketing expenses you need to pay for under the kitchen appliances. Maybe, for instance, you know, there's a lot of budgets, expenditures involved. So you have to come up with your budgets across the next year or two. Don't say for the next three months that's not good enough for the plan. So for the next 12, 24 months, these are the budgets. These are the expenses. And from the business model we spoke with marketing. We said these are the things you're going to do. I already said she's going to be advertising on Sky TV as well as what did you say in the parliament Parliament advertise? You have to go ahead and say through these activities, how much would you be selling? Sales figures? Marketing mix. You would have spoken about pricing, isn't it? So hopefully through that you'll be able to tell us how much you're going to sell it for. And if I say how much I'm going to be selling when I put the two figures together, what do I get? I get turnover income. So I hope you can see that coming from you. You looked at the expenses there. You also look at the income and all of them come together in your. Evolution, and it comes together through creating what is called as a balance sheet. Where have you seen the balance sheet and the AFB? So you need to create a balance sheet which shows you know as to how it all balances. It shows things like cash flow. It shows profits or losses for instance. And through that you're able to then show, yes, this is a business which works. Is that clear to everyone? This makes sense. No very practical piece of advice. We are not looking for profits from day one because that is practically impossible. But what we are looking for is do you see the sales growing up? Do you see the number of customers going up? Do we see the cash flow becoming more positive? I hope this makes sense. These are indications to us which tell us as to whether it's going to work or not. Exactly. Everybody. Yes. Very important point. Please ensure that your figures make sense. If you go ahead and tell me, for instance, you know, I'm going to set up this restaurant and I need like £40,000 to set it up. I can relate to that. Okay. What I don't really do is when it looks like it happened last time, somebody can tell me I want to start a hairdressing salon. That's fine. That's where the person said off the street. Okay. Question two is there a hairdressing salon on Oxford Street? Why should I come to. I told you what is different about yours? And she said the majority of my customers will be women. Fair enough. A lot of young women. Okay. A lot of them will have kids. Okay. I'm going to encourage them to bring the kids to the saloon. What are the kids going to do in the saloon? She said, I'm going to have a little nursery there. I'll have nannies so they can bring the kids. Yes, and leave the kids in the nursery. Next question if it is okay to get all this done. How much of space do you need? She said, I need five rooms. I said, no, no, no. I'm not asking a number of rooms because the space matters. Because I can take the space and then work out the number of rooms. But I need to know how much space I'm looking at. And people do not rent space out to you on the basis of number of rooms. Yeah, they rent out on the basis of square foot or square meter, 70 square foot kitchen I came from. And then, um, finally, based on a long story short, I worked out that the capital investment to start this place with all these different things. Um, it took me about 15 minutes to work that out in Oxford Street. Uh, she would need something like £800,000. And I said, if you've got £800,000, you wouldn't be sitting here in front of me. I hope you're coming from on this one. It needs needs to be realistic. It needs to make sense at the end of the day. Yes. Okay. Then she said, okay, I'm not going to rent it out. I'm going to buy it. Okay, some more calculations that finally came with the £2.7 million. I hope you can see where I'm coming from on this one. It needs to make commercial sense. Is that clear to everybody? So please don't think about the figures very clearly. Be sure about what you're looking at. And then for the plan. Yes. I have a question based on this. Is it not okay? I know it's supposed to make sense because you want it to look realistic. It is meant to be realistic. That's why I said those of you who are planning to start in business should be doing a business plan. Okay. Okay. So my next question is, since we are doing this assignment on business plans and we are going to be referencing this, so are we going to be referencing it based on the concepts that are already there? Remember I said you're doing research on the industry on the industry. You also probably would have to research on the competition. Yes, a lot of them. The location, all that matters and all needs to be pulled into the picture. So you will bring the information to the internet. Okay. Okay. Is this clear to everyone? This makes sense. The BDP structure. Any questions on this? You sure, sir? Okay. Now, this is the easy part. So what topic? That's what I'm coming to right now. Okay. Now, how are things going to work from here? First thing that you guys have to do is decide which one you want to do. Here is your Project - Project Title: EliteMart Concept: A premium online marketplace offering a curated selection of high-quality products and services with a focus on exceptional customer experience. Impact of the Concept: EliteMart will bridge the gap in the market for a specialized platform catering to discerning customers seeking premium products and unparalleled service. Location: Based in London, UK, serving a global customer base. EliteMart will operate all over the UK, ensuring wide accessibility and coverage. Industry: E-commerce and online retail. EliteMart will operate within the highly competitive online retail sector, targeting the niche market of premium and luxury goods. The business will leverage cutting-edge technology and innovative marketing strategies to establish a strong presence in the industry.

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Touchstone 2: Review a Code of Ethics OVERVIEW: In this assignment, you will re ...

Touchstone 2: Review a Code of Ethics OVERVIEW: In this assignment, you will review a code of ethics of a well-known company or organization and answer questions about the strengths and potential weaknesses of the code. ASSIGNMENT: Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission. Touchstone 2 Template A. Directions STEP 1: Choose Code of Ethics Select ONE code of ethics from the list provided. You may not use a code of ethics not on this list. Note: Some of these require following additional links within the page to read the complete document. You should follow all links and read the complete contents of the code of ethics you select. 3M https://www.3m.com/3M/en_US/ethics-compliance/code/ Berkshire Hathaway https://www.berkshirehathaway.com/govern/ethics.pdf Starbucks https://livingourvalues.starbucks.com/ Society for Human Resource Management https://www.shrm.org/about-shrm/pages/code-of-ethics.aspx AMERICAN SOCIETY OF ASSOCIATION EXECUTIVES HTTPS://WWW.ASAECENTER.ORG/ABOUT-US/POLICIES/CODE-OF-CONDUCT Step 2: Evaluate Code of Ethics Answer the following questions, applying the vocabulary and concepts from the tutorials. 1. Name the company or organization whose code of ethics you have chosen. 2. Review the code of ethics you’ve chosen and find the part of the code that addresses each topic below. Write 1–2 sentences paraphrasing the company policy on each topic. (See Employee Conduct Code.) Basic conduct Confidentiality Competition Giving and receiving gifts Insider trading Social media usage Disparagement For example, in the American Red Cross code of ethics, they state, “Any single gift or entertainment accepted must have a nominal value no greater than $75 and meet all of the guidelines in our Business Gifts and Entertainment Policy.” This would relate most closely to “giving and receiving gifts.” In the space provided in the template, you could write, “Employees may not receive gifts that are worth more than $75.” If you cannot find a particular policy after carefully searching through the entire document or website, you may instead write a sentence or two about why this particular business has chosen not to include a policy in their code of ethics. For example, the lack of a social media policy may be intentional or may be an oversight. Which do you think it is, in this case? What potential problems might occur because the company has not included this concern in their code of ethics? 3. After reviewing the code of ethics (especially the sections listed in question #2), write a paragraph (5–7 sentences) describing whether the code describes an ethical minimum (legal compliance) or a higher ethical standard. Support your answers with specific examples from the code. (See Working Conditions.) For example, the American Red Cross code of ethics states “nondiscrimination.” In this case, it would be a legal duty of the organization not to discriminate because of the Civil Rights Act of 1964, so this is an ethical minimum. 4. AFTER REVIEWING THE CODE OF ETHICS (ESPECIALLY THE SECTIONS LISTED IN QUESTION #2), WRITE A PARAGRAPH (5–7 SENTENCES) DESCRIBING WHAT KIND OF CULTURE THE COMPANY SEEMS TO HAVE BASED ON THE COMPETING VALUES FRAMEWORK (ADHOCRACY, CLAN, MARKET, HIERARCHY). SUPPORT YOUR ANSWERS WITH SPECIFIC EXAMPLES FROM THE CODE OF ETHICS. (SEE WHAT IS BUSINESS CULTURE?.) FOR EXAMPLE, THE AMERICAN RED CROSS CODE OF ETHICS ASKS EMPLOYEES TO “...EMBRACE THE RICH DIVERSITY AROUND US AND STRIVE TO BE INCLUSIVE….” THIS RELATES MOST CLOSELY WITH CLAN CULTURE IN THE CVF. 5. After reviewing the code of ethics (especially the sections listed in question #2), write a paragraph (5–7 sentences) describing what ethical theory they seem to follow. (See Origin of Ethics and Modern Ethical Theories.) Support your answer with specific examples from the code of ethics. For example, in the American Red Cross code of ethics, the element of “harassment-free workplace” relates most closely with virtue ethics because the reasoning behind the policy is to help people flourish. 6. Based on this organization’s code of ethics, write 2–3 sentences in response to each question. Do you feel they are reasonable and employee-centered? Do any of the policies give you concern? Would you want to work here? What additional information would you find useful before making a decision to work here or not? Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. ? Did you select a code of ethics from the ones listed above and read it carefully in its entirety? ? Did you locate each topic in the code of ethics and describe it in your own words? ? If any policy is missing, did you explain in your own words why they may not have included a policy and what problems may occur because of this? ? Did you answer all of the subsequent questions using both language from the code of ethics and the concepts and terms covered in the tutorials? ? Did you meet the length requirements for each question? ? Did you review the rubric to make sure you are meeting all of the goals of the assignment? ? Did you review your Touchstone to ensure no grammar errors exist? B. Rubric AdvancedProficientAcceptableNeeds ImprovementNonperformance Basic Analysis of Code of Ethics (COE) Touchstone provides the name of a company from the list provided and locates and describes each topic on the list. (10%)Touchstone identifies a company or organization from the list and accurately describes each item on the list. Summaries indicate a thorough review and understanding of the code, using language from the tutorials as appropriate.Touchstone identifies a company or organization from the list and accurately describes each item on the list. Summaries are accurate and consistent with the tutorials.Touchstone identifies a company or organization from the list and accurately describes each item on the list. Summaries may indicate an incomplete or inaccurate understanding of concepts from the tutorials.Touchstone identifies a company or organization from the list and describes each item on the list based on their COE. Some descriptions may be simply copied and pasted, inaccurate, or incomplete.Company identified is not on the list, descriptions are not provided, or so little effort is evident that no credit can be given. Legal Compliance and Ethical Standards Touchstone describes the COE in terms of legal compliance vs. a higher ethical standard with supporting evidence from the COE. (20%) Response is accurate and uses the appropriate language from the tutorials. Rationale is clear, supported by evidence from the COE, and shows depth of understanding.Response is accurate and uses the appropriate language from the tutorials. Rationale is given with examples from the COE.Response is accurate but does not use the language from the tutorials. Rationale is given but examples from COE are limited or missing.Response is given but does not use the language from the tutorials and may not be accurate. Rationale is not given.Response does not address the question or so little effort is evident that no credit can be given. Competing Values Framework Touchstone describes the organizational culture in the terms of the competing values framework as evident in the COE. (20%) Response is accurate and uses the appropriate language from the tutorials. Rationale is clear, supported by evidence from the COE, and shows depth of understanding.Response is accurate and uses the appropriate language from the tutorials. Rationale is given with examples from the COE.Response is accurate but does not use the language from the tutorials. Rationale is given but examples from the COE are limited or missing.Response is given but does not use the language from the tutorials and may not be accurate. Rationale is not given.Response does not address the question or so little effort is evident that no credit can be given. Ethical Frameworks Touchstone addresses how the chosen sentences from the code of ethics tie to an ethical theory. (20%) Response is accurate and uses the appropriate language from the tutorials. Rationale is clear, supported by evidence from the COE, and shows depth of understanding.Response is accurate and uses the appropriate language from the tutorials. Rationale is given with examples from the COE.Response is accurate but does not use the language from the tutorials. Rationale is given but examples from COE are limited or missing.Response is given but does not use the language from the tutorials and may not be accurate. Rationale is not given.Response does not address the question or so little effort is evident that no credit can be given. Reflection Touchstone provides thoughtful personal responses to the questions, evaluating the COE as employee-centered, describing any concerns they have, and deciding if they would want to work for the company. (20%) Reflection provides thoughtful responses to all questions, supporting answers with evidence from the COE and using the concepts and language from the tutorials.Reflection provides responses to all questions, supporting answers with evidence from the COE.Reflection provides responses to all questions but may not provide supporting evidence for all responses.Reflection provides minimal responses to all questions without supporting evidence.Response does not address the question or so little effort is evident that no credit can be given. Conventions Submission follows conventions for standard written English and meets requirements. (10%) There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not nearly met.Submission does not meet the minimum threshold for points to be awarded. C. Check Your Work

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