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Find at least two articles through the Ashford University Library that examines the problems, both to the organization and its employees, associated with stress and burnout. Summarize your findings in a 3-5 page paper. Be sure to properly cite your resources using APA style.
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Child Labor In Guatemala 1 Vb
What are your impressions from the documentary about the Child labor exploitation in My impression from the documentary is ...
Child Labor In Guatemala 1 Vb
What are your impressions from the documentary about the Child labor exploitation in My impression from the documentary is that coffee plantations in ...
Homework 2
Homework 2(1) Use the
documents and information provided to create a balance sheet and cash flow
statement for Luke and ...
Homework 2
Homework 2(1) Use the
documents and information provided to create a balance sheet and cash flow
statement for Luke and Jen. ( I have already done it but I think it is not a correct form both
file will be in attach the Excel I made and Model from Prof. )(2) Perform a
financial statement analysis for Jen and Luke and assess their financial health
using the template provided.a. The ratios
are provided in an Excel template ( in attach done i had already calculate the ratio)b. For each
ratio, identify and list the component data for each numerator/denominatorc. For each
ratio, compare the client’s result to an appropriate benchmark and provide an
explanation of the resultd. Summarize
your analysis, offering an overall assessment of their financial health.e. Explain how
they can improve their financial health, noting results that to not meet
benchmark expectations.Instructor’s
expectations:Your grade
will heavily depend on format, clarity, and presentation. Remember that you are
preparing this report for your client who does not understand ratio analysis.
PJM 400 Colorado State University Mod 8 Procurement in Project Management Essay
Procurement in Project ManagementNOTE: This option will focus on procurement planning within projects and include discussi ...
PJM 400 Colorado State University Mod 8 Procurement in Project Management Essay
Procurement in Project ManagementNOTE: This option will focus on procurement planning within projects and include discussion and analysis of the procurement manager's role within the project. You may want to select this option if you are majoring in project management.For this option, you will write a paper presenting a project procurement scenario from the project management perspective (example - you are leading a project that needs to purchase materials, services, or resources).The paper will be based on procurement as defined by PMBOK®. You must include the following elements:Plan Procurement ManagementConduct ProcurementsControl ProcurementsClose ProcurementsYour paper must have:An introduction. Use your introduction to summarize and define your topic, including a clear statement of the procurement goal. Also, be sure to properly organize your writing and include other headings/subheadings for the body of your work associated with each of the bulleted items above.The discussion or body. The body of the paper must include:A discussion of the implications of proposed solutions for procurement and contracts.A discussion of how procurement works within project teams to facilitate the needs of projects.A discussion of how procurement works within a global environment to facilitate the needs of projects.Your evaluation and conclusion regarding possible methods of managing or addressing the problem raised by your opinion on the issues (supported by research).Current, relevant research from at least 6-8 credible sources that are not used as readings in this course. At least three references must be peer-reviewed, scholarly sources and the rest may be trade or professional procurement management You may certainly use your textbook and course readings but these do not count as part of the required 6-8 sources. The CSU Global Library is a good place to find your resources. Cite and reference all sources used.A conclusion.The paper is expected to provide thoughtful analysis on the topic. Relate your paper to broader procurement and contract management issues, as discussed throughout the course. You are encouraged to add your own opinions, but those opinions should be carefully considered and supported by evidence. You are building on the work you've completed in the discussion forums and Critical Thinking Assignments. Be sure to incorporate feedback you have received along the way.Note that this project has two preliminary deliverables or Portfolio Milestones:By the end of Week 3, you should secure approval from your instructor regarding your scenario.By the end of Week 5, submit a detailed outline of your Portfolio Project paper for review and feedback from your instructor.You will be expected to account for the instructor's feedback in your final version of the paper.Your paper should be 8-10 pages in length (not counting the cover and reference pages that you must include), well-written, and formatted according to the CSU Global Writing Center (Links to an external site.).
USF Trade Barriers And The USMCA Agreement Research Paper
ObjectiveDescribe the regional international organizations affecting global business disputes and issues.Assignment Overvi ...
USF Trade Barriers And The USMCA Agreement Research Paper
ObjectiveDescribe the regional international organizations affecting global business disputes and issues.Assignment OverviewIn this hypothetical case study and writing assignment, you will assess whether a particular state can legally enact trade barriers that conflict with the United States-Mexico-Canada Agreement (USMCA).DeliverablesReview Chapter 3 & 5 and perform additional research you deem necessary particularly concerning the Commerce Clause. PLEASE READ THE COURSE SYLLABUS SECTION CONCERNING ASSIGNMENTS AND THE GRADING RUBRIC BELOW TO MAXIMIZE POINTS. Submit ONE, two-to-three page (250 word minimum), double spaced, original paper typed in a Word document using Times New Roman type, font size 12.Step 1 Write a paper that answers the questions below.In terms of job loss, North Carolina is one of the states most adversely affected by the United States-Mexico-Canada Agreement (USMCA). Assume hypothetically that North Carolina is considering a 25% tariff (tax) on all foreign-manufactured textiles and furniture items imported into the state. The tariff's purpose will be predominately protective in nature, designed to protect and advance textile and furniture manufacturers in North Carolina and to create jobs. In a 250- to 500-word (double spaced Word document) original paper, advise the lawmakers in North Carolina of the CONSTITUTIONALITY of such a tariff and what other alternative remedies are available, if any. DO NOT PLAGIARIZE!Step 2 Save and submit your assignment.When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the green "Submit Assignment" button. BE CERTAIN YOU CLICK THE "SUBMIT" BUTTON AFTER YOUR UPLOAD!RubricGeneral Education: Human + Cultural DiversityGeneral Education: Human + Cultural DiversityCriteriaRatingsThis criterion is linked to a Learning OutcomeCommunicationStudents will produce well-organized, well-developed statements that reflect appropriate use of language to clearly present specific ideas/concepts to distinct audiences.a. Novice• Student demonstrates minimal attention to context, audience, purpose, and to the assigned task. • Student uses appropriate and relevant content to develop simple ideas in some part of the assignment. • Student attempts to use a consistent system for basic organization and presentation. • Student demonstrates an attempt to use sources to support ideas and uses language that sometimes impedes meaning because of errors in usage.b. Developing• Student demonstrates an adequate understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate and relevant content to explore and develop ideas throughout most of the assignment. • Student demonstrates fairly consistent use of important conventions such as organization, content, presentation, and style. • Student demonstrates use of credible and relevant sources to support ideas and uses straightforward language that generally conveys meaning to audience with some errors.c. Proficient• Student demonstrates a thorough understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate, relevant, and compelling content to illustrate mastery of the subject. • Student demonstrates detailed attention to and successful execution of a wide range of conventions to an assignment. • Student demonstrates skillful use of high-quality, credible, and relevant sources to develop ideas and uses graceful language that skillfully communicates meaning to audience with very few, if any, errors.This criterion is linked to a Learning OutcomeCritical & Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.a. Novice• Student states problem to be considered without clarification or description. • Student gathers information without interpretation/evaluation; viewpoints of experts are taken as fact without question. • Student demonstrates some awareness of assumptions and begins to identify some contexts when presenting a position. • Student expresses a position that is simplistic and obvious and reaches a conclusion that is inconsistently tied to some of the information discussed/presented.b. Developing• Student identifies problem to be considered critically, but description has some omissions or needs additional clarity. • Student gathers information that is mostly appropriate to develop a coherent analysis or synthesis. The viewpoints of experts are subject to questioning. • Student questions assumptions and identifies several relevant contexts (sides of an issue) when presenting a position. • Student considers opposing viewpoints when formulating a logical conclusion that is tied to appropriate information.c. Proficient• Student states an issue or problem clearly and comprehensively, providing all relevant information for full understanding. • Student takes information from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. The viewpoints of experts are questioned thoroughly. • Student thoroughly analyzes assumptions and carefully evaluates the relevance of contexts when presenting a position, taking into consideration the complexities of an issue. • Student formulates a logical conclusion that reflects her/his ability to place evidence and perspectives discussed in priority order.This criterion is linked to a Learning OutcomeProblem SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.a. Novice• Student demonstrates a limited ability to identify a problem statement or related contextual factors. • Student identifies approaches for solving the problem that do not apply to the specific context. • Student proposes a solution/hypothesis that is vague and difficult to evaluate. • Student provides a superficial solution that is implemented in a manner that does not directly address the problem statement. • Student reviews results superficially with no consideration of need for further work.b. Developing• Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. • Student identifies multiple approaches to solve a problem, only some of which apply within a specific context. • Student proposes a solution/hypothesis that indicates comprehension of the problem. • Student provides a solution that is adequate and address multiple contextual factors of the problem. • Student reviews results relative to the problem with some consideration of need for further work.c. Proficient• Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. • Student identifies multiple approaches to solve a problem that apply within a specific context. • Student proposes multiple solutions/hypotheses that indicate insightful comprehension of the problem. • Student provides a solution that is insightful and elegant and implements the solution in a manner that thoroughly addresses multiple contextual factors of the problem. • Student thoroughly reviews results relative to the problem with specific consideration of need for further work.This criterion is linked to a Learning OutcomeHuman + Cultural DiversityStudents will demonstrate an understanding of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.a. Needs Improvement• Student shows minimal awareness of own cultural rules and biases. • Student demonstrates a superficial understanding of the complexity of elements important to members of another culture. • Student views the experiences of others, but through his/her own cultural worldview. • Student has minimal understanding of cultural differences; is unable to negotiate a shared understanding/common ground. • Student shows minimal interest in learning about other cultures. • Student is receptive to interacting with culturally different others, but has difficulty suspending any judgment in her/his interactions because s/he is unaware of own judgment.b. Satisfactory• Student identifies and recognizes new perspectives about own cultural rules/biases • Student demonstrates adequate understanding of the complexity of elements important to members of another culture. • Student recognizes intellectual and emotional dimensions and sometimes uses multiple worldviews in interactions. • Student recognizes and participates in cultural differences in communication and begins to negotiate a shared understanding based on those differences. • Student asks questions about other cultures and seeks answers to those question • Student begins to initiate and develop interactions with culturally different others, and begins to suspend judgment in valuing her/his interaction with culturally different others.c. Exceeds Expectations• Student articulates insights into own cultural rules/biases. • Student demonstrates sophisticated understanding of the complexity of elements important to members of another culture. • Student interprets intercultural experiences from multiple worldviews and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. • Student articulates a deep understanding of cultural differences and is able to skillfully negotiate a shared understanding based on those differences. • Student asks complex questions about other cultures and seeks answers to those questions that reflect multiple cultural perspectives. • Student initiates and develops interactions with culturally different others, and suspends judgment in valuing her/his interaction with culturally different others.
ITCC 200 American Military University Week 5 Southside Surf Shop Worksheet
The scenario:Gerry Henry surfing, one of the owners of Southside Surf Shop, wants to commission an artist to create new bo ...
ITCC 200 American Military University Week 5 Southside Surf Shop Worksheet
The scenario:Gerry Henry surfing, one of the owners of Southside Surf Shop, wants to commission an artist to create new board logos for the company. Mr. Henry has created an Excel workbook that lists the artists and their commission prices. He has also narrowed the field down to four logos and placed them in a PowerPoint presentation. He has asked you to complete both files.For this assignment, you will need the following files:Board_LogosLogos_PresentationYou will save your files as:Lastname_Firstname_Board_LogosLastname_Firstname_Logos_PresentationOpen the file Board Logos. Save as Lastname_Firstname_Logos_Board_LogosAdjust the column widths so that all data displays and apply a cell style to the title. Create a chart to display the Last Name and Commission on a new sheet with an applicable name. Format the chart using a chart layout and a chart style. Insert at least two comments on the Artists worksheet. Rename the data sheet with a descriptive name. Insert the your name in the footer of all worksheets.Save the file as Lastname_Firstname_Board_Logos Open the file Logos_Presentation.Save the presentation as Lastname_Firstname_Logos_Presentation. Insert the file name in the handouts footer. In the presentation, apply a design theme. Add titles containing the names of artists to the slides; select any names from the Excel workbook. For each logo, adjust the size or add an effect. Insert a new slide at the end of the presentation, and then Paste link the Excel chart, and resize it as necessary. Insert the your name in the footer.
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Most Popular Content
4 pages
Child Labor In Guatemala 1 Vb
What are your impressions from the documentary about the Child labor exploitation in My impression from the documentary is ...
Child Labor In Guatemala 1 Vb
What are your impressions from the documentary about the Child labor exploitation in My impression from the documentary is that coffee plantations in ...
Homework 2
Homework 2(1) Use the
documents and information provided to create a balance sheet and cash flow
statement for Luke and ...
Homework 2
Homework 2(1) Use the
documents and information provided to create a balance sheet and cash flow
statement for Luke and Jen. ( I have already done it but I think it is not a correct form both
file will be in attach the Excel I made and Model from Prof. )(2) Perform a
financial statement analysis for Jen and Luke and assess their financial health
using the template provided.a. The ratios
are provided in an Excel template ( in attach done i had already calculate the ratio)b. For each
ratio, identify and list the component data for each numerator/denominatorc. For each
ratio, compare the client’s result to an appropriate benchmark and provide an
explanation of the resultd. Summarize
your analysis, offering an overall assessment of their financial health.e. Explain how
they can improve their financial health, noting results that to not meet
benchmark expectations.Instructor’s
expectations:Your grade
will heavily depend on format, clarity, and presentation. Remember that you are
preparing this report for your client who does not understand ratio analysis.
PJM 400 Colorado State University Mod 8 Procurement in Project Management Essay
Procurement in Project ManagementNOTE: This option will focus on procurement planning within projects and include discussi ...
PJM 400 Colorado State University Mod 8 Procurement in Project Management Essay
Procurement in Project ManagementNOTE: This option will focus on procurement planning within projects and include discussion and analysis of the procurement manager's role within the project. You may want to select this option if you are majoring in project management.For this option, you will write a paper presenting a project procurement scenario from the project management perspective (example - you are leading a project that needs to purchase materials, services, or resources).The paper will be based on procurement as defined by PMBOK®. You must include the following elements:Plan Procurement ManagementConduct ProcurementsControl ProcurementsClose ProcurementsYour paper must have:An introduction. Use your introduction to summarize and define your topic, including a clear statement of the procurement goal. Also, be sure to properly organize your writing and include other headings/subheadings for the body of your work associated with each of the bulleted items above.The discussion or body. The body of the paper must include:A discussion of the implications of proposed solutions for procurement and contracts.A discussion of how procurement works within project teams to facilitate the needs of projects.A discussion of how procurement works within a global environment to facilitate the needs of projects.Your evaluation and conclusion regarding possible methods of managing or addressing the problem raised by your opinion on the issues (supported by research).Current, relevant research from at least 6-8 credible sources that are not used as readings in this course. At least three references must be peer-reviewed, scholarly sources and the rest may be trade or professional procurement management You may certainly use your textbook and course readings but these do not count as part of the required 6-8 sources. The CSU Global Library is a good place to find your resources. Cite and reference all sources used.A conclusion.The paper is expected to provide thoughtful analysis on the topic. Relate your paper to broader procurement and contract management issues, as discussed throughout the course. You are encouraged to add your own opinions, but those opinions should be carefully considered and supported by evidence. You are building on the work you've completed in the discussion forums and Critical Thinking Assignments. Be sure to incorporate feedback you have received along the way.Note that this project has two preliminary deliverables or Portfolio Milestones:By the end of Week 3, you should secure approval from your instructor regarding your scenario.By the end of Week 5, submit a detailed outline of your Portfolio Project paper for review and feedback from your instructor.You will be expected to account for the instructor's feedback in your final version of the paper.Your paper should be 8-10 pages in length (not counting the cover and reference pages that you must include), well-written, and formatted according to the CSU Global Writing Center (Links to an external site.).
USF Trade Barriers And The USMCA Agreement Research Paper
ObjectiveDescribe the regional international organizations affecting global business disputes and issues.Assignment Overvi ...
USF Trade Barriers And The USMCA Agreement Research Paper
ObjectiveDescribe the regional international organizations affecting global business disputes and issues.Assignment OverviewIn this hypothetical case study and writing assignment, you will assess whether a particular state can legally enact trade barriers that conflict with the United States-Mexico-Canada Agreement (USMCA).DeliverablesReview Chapter 3 & 5 and perform additional research you deem necessary particularly concerning the Commerce Clause. PLEASE READ THE COURSE SYLLABUS SECTION CONCERNING ASSIGNMENTS AND THE GRADING RUBRIC BELOW TO MAXIMIZE POINTS. Submit ONE, two-to-three page (250 word minimum), double spaced, original paper typed in a Word document using Times New Roman type, font size 12.Step 1 Write a paper that answers the questions below.In terms of job loss, North Carolina is one of the states most adversely affected by the United States-Mexico-Canada Agreement (USMCA). Assume hypothetically that North Carolina is considering a 25% tariff (tax) on all foreign-manufactured textiles and furniture items imported into the state. The tariff's purpose will be predominately protective in nature, designed to protect and advance textile and furniture manufacturers in North Carolina and to create jobs. In a 250- to 500-word (double spaced Word document) original paper, advise the lawmakers in North Carolina of the CONSTITUTIONALITY of such a tariff and what other alternative remedies are available, if any. DO NOT PLAGIARIZE!Step 2 Save and submit your assignment.When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the green "Submit Assignment" button. BE CERTAIN YOU CLICK THE "SUBMIT" BUTTON AFTER YOUR UPLOAD!RubricGeneral Education: Human + Cultural DiversityGeneral Education: Human + Cultural DiversityCriteriaRatingsThis criterion is linked to a Learning OutcomeCommunicationStudents will produce well-organized, well-developed statements that reflect appropriate use of language to clearly present specific ideas/concepts to distinct audiences.a. Novice• Student demonstrates minimal attention to context, audience, purpose, and to the assigned task. • Student uses appropriate and relevant content to develop simple ideas in some part of the assignment. • Student attempts to use a consistent system for basic organization and presentation. • Student demonstrates an attempt to use sources to support ideas and uses language that sometimes impedes meaning because of errors in usage.b. Developing• Student demonstrates an adequate understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate and relevant content to explore and develop ideas throughout most of the assignment. • Student demonstrates fairly consistent use of important conventions such as organization, content, presentation, and style. • Student demonstrates use of credible and relevant sources to support ideas and uses straightforward language that generally conveys meaning to audience with some errors.c. Proficient• Student demonstrates a thorough understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate, relevant, and compelling content to illustrate mastery of the subject. • Student demonstrates detailed attention to and successful execution of a wide range of conventions to an assignment. • Student demonstrates skillful use of high-quality, credible, and relevant sources to develop ideas and uses graceful language that skillfully communicates meaning to audience with very few, if any, errors.This criterion is linked to a Learning OutcomeCritical & Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.a. Novice• Student states problem to be considered without clarification or description. • Student gathers information without interpretation/evaluation; viewpoints of experts are taken as fact without question. • Student demonstrates some awareness of assumptions and begins to identify some contexts when presenting a position. • Student expresses a position that is simplistic and obvious and reaches a conclusion that is inconsistently tied to some of the information discussed/presented.b. Developing• Student identifies problem to be considered critically, but description has some omissions or needs additional clarity. • Student gathers information that is mostly appropriate to develop a coherent analysis or synthesis. The viewpoints of experts are subject to questioning. • Student questions assumptions and identifies several relevant contexts (sides of an issue) when presenting a position. • Student considers opposing viewpoints when formulating a logical conclusion that is tied to appropriate information.c. Proficient• Student states an issue or problem clearly and comprehensively, providing all relevant information for full understanding. • Student takes information from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. The viewpoints of experts are questioned thoroughly. • Student thoroughly analyzes assumptions and carefully evaluates the relevance of contexts when presenting a position, taking into consideration the complexities of an issue. • Student formulates a logical conclusion that reflects her/his ability to place evidence and perspectives discussed in priority order.This criterion is linked to a Learning OutcomeProblem SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.a. Novice• Student demonstrates a limited ability to identify a problem statement or related contextual factors. • Student identifies approaches for solving the problem that do not apply to the specific context. • Student proposes a solution/hypothesis that is vague and difficult to evaluate. • Student provides a superficial solution that is implemented in a manner that does not directly address the problem statement. • Student reviews results superficially with no consideration of need for further work.b. Developing• Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. • Student identifies multiple approaches to solve a problem, only some of which apply within a specific context. • Student proposes a solution/hypothesis that indicates comprehension of the problem. • Student provides a solution that is adequate and address multiple contextual factors of the problem. • Student reviews results relative to the problem with some consideration of need for further work.c. Proficient• Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. • Student identifies multiple approaches to solve a problem that apply within a specific context. • Student proposes multiple solutions/hypotheses that indicate insightful comprehension of the problem. • Student provides a solution that is insightful and elegant and implements the solution in a manner that thoroughly addresses multiple contextual factors of the problem. • Student thoroughly reviews results relative to the problem with specific consideration of need for further work.This criterion is linked to a Learning OutcomeHuman + Cultural DiversityStudents will demonstrate an understanding of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.a. Needs Improvement• Student shows minimal awareness of own cultural rules and biases. • Student demonstrates a superficial understanding of the complexity of elements important to members of another culture. • Student views the experiences of others, but through his/her own cultural worldview. • Student has minimal understanding of cultural differences; is unable to negotiate a shared understanding/common ground. • Student shows minimal interest in learning about other cultures. • Student is receptive to interacting with culturally different others, but has difficulty suspending any judgment in her/his interactions because s/he is unaware of own judgment.b. Satisfactory• Student identifies and recognizes new perspectives about own cultural rules/biases • Student demonstrates adequate understanding of the complexity of elements important to members of another culture. • Student recognizes intellectual and emotional dimensions and sometimes uses multiple worldviews in interactions. • Student recognizes and participates in cultural differences in communication and begins to negotiate a shared understanding based on those differences. • Student asks questions about other cultures and seeks answers to those question • Student begins to initiate and develop interactions with culturally different others, and begins to suspend judgment in valuing her/his interaction with culturally different others.c. Exceeds Expectations• Student articulates insights into own cultural rules/biases. • Student demonstrates sophisticated understanding of the complexity of elements important to members of another culture. • Student interprets intercultural experiences from multiple worldviews and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. • Student articulates a deep understanding of cultural differences and is able to skillfully negotiate a shared understanding based on those differences. • Student asks complex questions about other cultures and seeks answers to those questions that reflect multiple cultural perspectives. • Student initiates and develops interactions with culturally different others, and suspends judgment in valuing her/his interaction with culturally different others.
ITCC 200 American Military University Week 5 Southside Surf Shop Worksheet
The scenario:Gerry Henry surfing, one of the owners of Southside Surf Shop, wants to commission an artist to create new bo ...
ITCC 200 American Military University Week 5 Southside Surf Shop Worksheet
The scenario:Gerry Henry surfing, one of the owners of Southside Surf Shop, wants to commission an artist to create new board logos for the company. Mr. Henry has created an Excel workbook that lists the artists and their commission prices. He has also narrowed the field down to four logos and placed them in a PowerPoint presentation. He has asked you to complete both files.For this assignment, you will need the following files:Board_LogosLogos_PresentationYou will save your files as:Lastname_Firstname_Board_LogosLastname_Firstname_Logos_PresentationOpen the file Board Logos. Save as Lastname_Firstname_Logos_Board_LogosAdjust the column widths so that all data displays and apply a cell style to the title. Create a chart to display the Last Name and Commission on a new sheet with an applicable name. Format the chart using a chart layout and a chart style. Insert at least two comments on the Artists worksheet. Rename the data sheet with a descriptive name. Insert the your name in the footer of all worksheets.Save the file as Lastname_Firstname_Board_Logos Open the file Logos_Presentation.Save the presentation as Lastname_Firstname_Logos_Presentation. Insert the file name in the handouts footer. In the presentation, apply a design theme. Add titles containing the names of artists to the slides; select any names from the Excel workbook. For each logo, adjust the size or add an effect. Insert a new slide at the end of the presentation, and then Paste link the Excel chart, and resize it as necessary. Insert the your name in the footer.
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