Author: chris

Unit Four Mini Project
Instructions: Read Case Study: Minnetonka Warehouse. Write a 4 Page paper in APA format.
Below is a recommended outline.
1. Introduction
a. A thesis statement
b. Purpose of paper
c. Overview of paper
2. Body
a. For each of the four work team sizes, calculate the expected number of trucks waiting in the queue to be unloaded.
b. For each of the four work team sizes, calculate the expected time in queue-that is, the expected time that a truck has to wait in line to be unloaded.
c. For each of the four work team sizes, what is the probability that a truck cannot be unloaded immediately?
d. Wayne is also considering rental of a forklift to use in truck unloading. A team of only two would be needed, but the hourly cost would be $38 per hour, $28 for the workers and $10 for the forklift. The two workers could unload a truck in 5 minutes. Should
Wayne rent the forklift?
5. Conclusion

Writer to answer sll questions asked in the body with APA style. All references my cited in the text.

 

QUESTION:

 

Consider the discussion of error in Meditation 4. What is the difference between the will and the intellect (or understanding)? How does the interaction between the two explain error? What is the most important conclusion the meditator draws from his account of error? How does this conclusion fit into the project of the Meditations as a whole? In your opinion, is the role of God really essential to either Meditation 4 or the project as a whole? Please provide one reason for your opinion, and explain how that reason supports your opinion. (Your discussion should demonstrate that you grasp the details of Descartes’s conception of both the will and the intellect or understanding.)

 

 

***

 

See below for general advice about writing. Also: I strongly suggest that you consult the rubric I use to evaluate your work before you get started.

 

 

 

You hear a lot in school about what counts as good writing. Advice abounds. And, unfortunately, much of it conflicts. This is partly because there is no secret formula. And there are few, if any, guaranteed techniques. Yet there is widespread agreement about many of the basic principles. I’ve tried to put some of those principles into the list of rules below. Following them should help you become a better writer—no matter how well (or poorly) you already write. I offer them as guidelines, not as hard-and-fast rules.

 

• Don’t waste the first sentence. Say something clear and interesting.
• Get to the point.
• Provide every piece of writing with a beginning, middle, and end.
• Write short paragraphs.
  • Don’t make them too short.
• Write short—but not choppy—sentences.
• Write plainly. (Use academic jargon sparingly.)
• Avoid the passive voice unless it’s necessary. (It’s rarely necessary.)
• Eliminate unnecessary words.
• Read your work aloud. You’ll hear problems you don’t see.
• Write formally enough to convey authority but casually enough to convey warmth and style.
• Break any of these rules if writing well requires doing so.[1]

 

Allow me to close with a remark from the historian Christopher Lasch. It’s one of the most insightful things I’ve ever read about writing. “We learn to write well, if we ever do, by reading good prose, paying close attention to our own words, revising relentlessly, and recalling the connections between written and spoken language.”

 

HELPFUL RESOURCES FOR ALL WRITERS

 

Strunk and White. Elements of Style

Zinsser. On Writing Well: The Classic Guide to Writing Nonfiction

 

 

 

HELPFUL RESOURCES FOR PHILOSOPHY STUDENTS

 

Weston. A Rulebook for Arguments

Mautner, ed. The Penguin Dictionary of Philosophy

 

Read the weekly assigned chapters and view the lectures before beginning the assignment.
Read the case study titled “Developing a Missile: The Power of Autonomy and Learning.” before starting this assignment.
Write a five to six (5-6) page paper in which you:
1. Formulate a one (1) paragraph vision statement for the team project as project leader for the Joint Air-to-Surface Standoff Missile program.
2. Analyze key actions that Terry Little took to foster higher levels of performance, and recommend, in retrospect, a new course of action for a comprehensive organizational change as if you were in his position.
3. Describe the fallacies, consistencies, and inconsistencies that emerged from Terry Little’s leadership tactics, geared toward inspiring the team to greater heights. Construct an argument for how you would have acted differently than Terry Little and support the position.
4. Recommend at least three (3) strategies to the Joint Air-to-Surface Standoff Missile program management team with a view to improving its operational performance. Provide three (3) specific examples to support the response.
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Follow APA format
Check for grammar
When examples need to be provided, make sure you list them
The specific course learning outcomes associated with this assignment are:
Analyze differences in how people communicate across different cultures, and use effective communication strategies to foster positive and productive project team communication.
Use technology and information resources to research issues in project management leadership and project communication.

Module 1 – Case
U.S. Legal System, Rule making, and Healthcare Law
Case Assignment
It is important to be able to read case law and/or federal and state regulations. Read the case of Simkins v. Moses H. Cone Mem. Hosp. 323 F.2d 959 (4th Cir. 1963) and the opinion of Sobeloff, Chief Judge.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448322/
The case is a good example of how federal laws came into play in the affairs of state action.
1. At what level of the judicial court system did this legal opinion occur?
2. What was the opinion of the lower court that was finally overturned in Simkins?
3. Explain at least one the federal laws that was highlighted in Simkins v. Moses H. Cone .
4. How did the federal law play a role in deciding this case?
5. Identify and discuss the Constitutional amendments and issues in the case.
6. Explain why the case was limited in its reach.
7. Identify the federal official and agency that finally extended the cases’ ruling and how the cases’ outcome spread across the Nation.
8. Read the blog “Basic Health Access”; Is the Institutes of Medicine Waking Up? (February 22, 2013) http://basichealthaccess.blogspot.com/ Discuss why you think that Simkins v. Moses H. Cone Mem. Hospital makes or fails to make a big difference in decreasing health inequities?
Assignment Expectations
1. Limit your responses to a maximum of five pages, not including title and reference list pages.
2. Be sure to utilize at least 3-4 scholarly references to support your discussions.
3. Be sure to properly cite your references within the text of your assignment and listed at the end.
4. Be sure to apply critical thinking skills to the write-up of your assignment, especially concerning #6 above.
Privacy Policy | Contact

J. C. Penney Company, Inc. from its inception to current day operations.

Paper instructions:

Management at J. C. Penney Company, Inc.
Write a five to six (5-6) page paper in which you:

1. Evaluate two (2) key changes in J.C. Penney’s management’s style from the company’ s inception to the current day. Indicate whether or not you believe the company is properly managed today. Provide support for your position.

2. Explain senior management’s role in preparing the organization to shift from a catalog based retailer to an Internet retailer. Provide evidence of whether the transition was seamless or problematic from a management perspective. Provide support for your rationale.

3. Evaluate management’s decision to use celebrities as key merchandise vendors and spokespersons. Indicate the organizational impact of these decisions.

4. As a manager within the JC Penney organization, suggest one (1) innovative idea that could have a positive impact on both the employees and customers of the company. Indicate the approach you will take in implementing the new idea. Provide support for your suggestion.

5. Predict JC Penney’s ability to adapt to the changing needs of customers and the market environment . Indicate one (1) key change in the management structure that may be beneficial to ensuring such an adaptation to change. Provide support for your prediction.

6. Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements

• Be typed, double spaced, using Times New Roman font (size 12), with one –
inch margins on all sides; citations and references must follow APA or school –
specific format. Check with your professor for any additional instructions.

• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length .
The specific course learning outcomes associated with this as signment are:

• Analyze the activities and skills associated with the planning function of management.

• Analyze the activities and skills associated with the organizing function of management.

• Use technology and information resources to research issues inmodern management

• Write clearly and concisely about modern management using proper writing mechanics

Write a paper that addresses theoretical orientation in race, class and gender in adult learning.

• State specific examples of theoretical orientation and describe how each one affects adult

education. focus on examining how practice can make apparent

differences in how educational institutions can deal with issues surrounding these

theoretical orientations.

• Reflect on the following in relationship to your own thinking about adult education practice as it relates to theoretical orientation:
1. Why is education important and what is the purpose of education?

2. State the role of the adult educator?

3. State the role of adult learners in the classroom?

4. State conceptualization of differences among adult learners?

o This paper should adhere to APA style standards including the following:

Double space, 1” margins, New Times Roman 12pt. font, in text citation of at

least 8 references, title page and a reference page (title page and

reference page are not counted as content pages).

In the previous weeks of the course, you engaged in measurement and geometry tasks that were based around a CRC theme. In this Application Assignment, you will develop two scale drawings of the objects within this center. You will create one scale drawing by hand and a second drawing using a technology tool.

Your scale drawings must include the following objects of the CRC:

Parking lot
Track and field
Swimming pool
You will then include additional objects:

A building
At least two additional features of your choice
All of the objects listed above must fit on a land plot of 2 acres.

To begin, review the overall dimensions of the objects given in the previous Application Assignments. Select an appropriate scale factor for your drawing. Draw, by hand, each object according to your scale factor. Be sure to allow adequate space between objects in your drawing.

Once you have completed your handmade drawing, consider the following questions and mathematical tasks that could be posed to students as they relate to the scaled drawing. Reflect on how these questions and tasks promote geometric thinking by targeting more than one of the van Hiele levels of geometric thought.

Using the scale factor indicated on the drawing, what is the distance (in feet) from the CRC building to the track and field?
What is the area of the parking lot?
If you wanted to add an additional building for an indoor basketball court (60 ft by 120 ft), would it fit? How do you know? If it will fit, where would be the best location for this new building?
How much of the 2 acres of land has been developed so far? How much land is available for further development?
Next, reflect on the online tools for creating scale drawings that you explored in the Learning Resources for this week. Make a scale drawing of the CRC and all if its features using a technology tool of your choosing. You may use the same scale factor as your handmade drawing or select a new scale factor to use.

When completed, develop questions and mathematical tasks for students related to your scale drawings. Consider how the questions and tasks that you develop will meet the needs of diverse learners in your classroom and help students to progress along the van Hiele levels of geometric thinking.

Submit a written response that addresses the following:

Explain how you approached the development of your scale drawings. Include your choice of scale factor and your decision making with respect to the placement of the objects on the plot of land.
Describe the questions and mathematical tasks that you developed based on your scale drawings. Explain how they will meet the needs of diverse learners in your classroom and help students to progress along the van Hiele levels of geometric thinking.
As an appendix to your written response, include the scale drawings that you developed.
Make sure to reference the Learning Resources and format your paper in the APA style that meets the criteria of the Walden MSED Application and Reflection rubric.

1.Provide summary of the case, and answer all the four the questions in the case. the questions are in the bottom of the page. 2.provide narratives for answers. 3.Narratives must be supported by credible references if they needed. APA guidelines should followed 4.Avoid using quotation in assignments. 5. provide solutions.

Unit II Case Study
Read the case study, “Ms. Patty’s Preschool”. Once you have read the study, complete the following questions.
Ms. Patty’s Preschool
Anita sleepily walks into her baby’s room at 4:30 am and picks up three week old Sam. As she takes him over to the
changing table, he rubs his nose into her breast, his rooting reflex kicking in. “I know you’re hungry, little one,” she coos to
him. “Let me change this diaper, and we’ll get you something to eat.” She quickly changes Sam’s diaper and sits down in
the rocker to nurse him. As he greedily eats, she thinks about the day ahead of her.
In about eight weeks, her maternity leave will be up, and she and her husband, Peter, still have not decided what day care
option they are going to use for Sam. As soon as she discovered she was pregnant, they put their name on three waiting
lists. Two of the daycare centers called last week to let her know that they had a spot for Sam. She and Peter were going
to both centers today to tour the facilities again and make the final decision.
After about 40 minutes, Anita places a content and sleepy Sam back into his crib and hopes he will stay asleep long
enough for her to take a shower and get dressed.
A couple of hours later, her mom arrives to take care of Sam and Anita leaves to meet Peter at Ms. Patty’s Preschool. The
two go in and Ms. Patty greets the couple. “Mr. and Mrs. Williams, I’m so glad to see you again. How is your new baby?”
“He is a pistol already,” Peter grins.
“Well, let me show you around the center again. I’m sure you have even more questions now that Sam has arrived.”
Ms. Patty leads them into a brightly colored room where two teachers and ten toddling children are busy. “This is our
toddler room. The children in here are at least 18 months old. Obviously, Sam will not be in here for a while, but I know
you said you hope to make a long term decision regarding your child’s care, so I want to show you everything.”
Ms. Patty introduces them to the teachers who tell them about a typical day at Ms. Patty’s Preschool. Anita notices a little
girl placing a doll in a baby crib, pulling up the blanket, and kissing the doll. One of the teachers notices Anita’s gaze.
“That’s Keisha. She loves to tuck her dolly in bed.” She leans in to Anita and says, “The doll won’t sleep in the crib at
naptime, she’ll be right next to Keisha.”
Anita smiles at the teacher, liking her warmth and kindness toward the children. Ms. Patty leads the couple into the next
room where a teacher is on the floor with five babies. One of the babies is crawling and the others are sitting on the floor
with a carpet full of toys. Another baby is sitting in the teacher’s lap with a rubber duck in his hand. He squeezes it,
PSY 3150, Developmental Psychology 3
laughing when he hears it quack. Then he thumps it on the teacher’s leg and furrows his brow when it doesn’t make a noise. He squeezes it and laughs as it quacks again.
Peter laughs and asks, “What is it about a laughing baby that makes you laugh yourself?”
The teacher on the floor chuckles as she responds, “Jackson has just learned how to make the duck quack. He is driving us crazy.”
Ms. Patty chimes in, “This is our 6M room and the babies are anywhere from 4 months to 8 months old depending on their age and the number of children in the class. We try to limit this room to six babies and keep them on a flexible schedule. “
“Flexible schedule?” Anita asks.
“I know it sounds contradictory, but we work hard to have consistency each day. However, if a baby seems hungry before lunch, we will give him a snack to tide him over. If someone seems overly sleepy before nap time, we may try to put everyone down for an early nap. I think you’ll find it will help you when you pick Sam up and get him home.” Ms. Patty motions for Peter and Anita to move forward.
“Okay, that makes a little more sense,” Anita comments as they move into the next room.
“Let me introduce you to Ms. Dakota. She’s in charge of the Crawlers. Ms. Tammy helps her.”
It was easy to see where they got the name for the room. Two teachers were watching seven children, all around 9 months old.
“Things get busy in this room.” Ms. Dakota tells the couple. “Emma here is cutting a tooth.”
They watch Emma crawl across the floor, push a large ball out of the way, and pick up a red plastic block. As she puts the block in her mouth, Ms. Tammy hurries over to swap the block for an iced teething ring.
“We are constantly watching what she is putting in her mouth. We wipe our toys down several times a day and disinfect them every night. We try to get the children to use their own teething rings when we know teeth are coming in.” Ms. Tammy turns back to Emma.
“Children stay in this room until they begin to walk, which is usually from 8 months to around 13 months. Of course, not everyone follows this time frame as they begin to develop, so you might find an older or younger child in here occasionally. Once the children start walking, we do move them up to the older room to avoid crushed fingers.” Ms. Patty ushers them into the next area.
“This is where Sam will be when you bring him here in two months,” Ms. Patty whispers. Anita and Peter enter a darkened room where a woman is rocking a sleeping infant. Two other babies are asleep in their cribs. “Ms. Linda loves to rock babies.”
Ms. Linda looks up and smiles at the Williams. Anita notices the little boy in Ms. Linda’s arms. Ms. Patty adds, “Patrick’s mom wanted him to use a pacifier, but Patrick has discovered how tasty his thumb is, so I think she’s given up that idea.”
Ms. Linda whispers, “We tried, but he just spit that passie out of his mouth.”
“As you know, these babies sleep a lot. I mentioned earlier that we try to get them on a flexible schedule, but today is an unusual day in that they are all napping at the same time.” Ms. Patty continues to whisper and then waves to Ms. Linda as she escorts the Williams out of the room. “I thought we might be able to talk a little easier out here in the hall. Do you have any questions about the infant room?”
Anita pulls out a list of questions she and Peter had come up with ahead of time, and Ms. Patty is very thorough in answering them. As the three finish their discussion, Ms. Patty mentions there is another room to view. She takes them down the hall to the 1 year old room. One of the teachers is getting a child out of the high chair as five other children are busy playing. The other teacher picks up a cup off the floor and places it on the tray of a child still sitting in a high chair. The little boy takes the cup and throws if off to the side of the chair.
“This is the fourth time I’ve picked up Andrew’s cup,” the teacher says to her partner, “he’s getting more consistent in his aim.”
PSY 3150, Developmental Psychology 4
Her teaching partner laughs and looks at the Williams. “There’s never a dull moment in here,” she says to the couple.
The Williams stay another 20 minutes asking a few more questions and looking in on the preschool classrooms. They shake Ms. Patty’s hand.
“We would love to have Sam join us here at Ms. Patty’s Preschool. When do you think you will make your decision?” she asks.
“We have one more place to look at, but we really like your center,” Anita answers. “Is it okay if we let you know on Friday?”
“That’s two days from now—that should be fine,” Ms. Patty responds. “I have another couple coming then to take a tour as well.”
“We will let you know shortly,” Peter says, as he and Anita head out the door. “Thank you so much for everything.”
“This is my top choice,” Anita tells Peter as they walk to the car. “I love the staff and how much they seem to really care about the children.”
Reflection: Based on this case study, answer the questions below. Use Microsoft Word to create a separate file for your answers and when you are finished send your answers through Safe Assign.
1. Discuss how the concepts of schemes, assimilation, and accommodation play a role in the cognitive development you see in the children mentioned above.
2. Create a table and list the substages of Piaget’s Sensorimotor Period. List the child, the sensorimotor substage the child is in, and why you think the child falls in that substage.
3. Describe what types of cognitive abilities these children might be developing from an information processing approach.

This is the third installation of an ongoing project. Uploaded will be the first two sections with the title saying section one or two.

This project is on creating a risk management plan. For Section 3 of your Risk Management Project, you will prepare a facility audit form for the sport you selected (BASEBALL). While there is necessarily some overlap in audits for all sport facilities (e.g.,
“check the restrooms for wet floors”), your audit should be specific to the sport you selected.
For example, if you selected football, your audit should be specific to a football stadium. If you
selected basketball, your audit should be specific to an indoor arena. *In this case it is a baseball stadium.*

Your audit form need not track the list of specific risks you identified in section one of your
project. For example, if you listed in Section 1 “a football player twists an ankle from stumbling
in a hole on the football field,” you may, but are not required to, include a pre-game inspection
of the football field in your audit (although doing so would make sense!).

There are examples of facility audit forms in the modules, in your textbook, and online. Feel free
to use all of these resources to design your facility audit. However, keep in mind that your
facility audit form should be specific to the type of facility in which your sport is played. You
should not merely copy and paste from the examples of facility audit forms that you find.

Although you are not given a specific number of items to check, your audit form should be
thorough and comprehensive. It should be suitable for the type of facility you are auditing.